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Youth and Adolescent Development > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Pavlov’s behaviorsism theory

A

classical conditioning

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2
Q

classical conditioning

A

food -> salivation
light -> food -> salivation
light -> salivation

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3
Q

Skinner’s behaviorism theory

A

operant conditioning

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4
Q

operant conditioning

A

training behaviors with treats
response -> stimulus -> response

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5
Q

Bandura’s theory of behaviorism

A

obersvational learning

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6
Q

positive reinforcement

A

influences that will increase the probability that the response will occur again (reward)

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7
Q

Negative reinforcement

A

removal of negative stimuli to increase positive behavior
(if you do this thing you won’t have to mow the lawn)

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8
Q

punishments

A

influences that increase the probability that the preceding response will stop (taking away a phone )

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9
Q

vicarious reinforcement

A

learning from observing the positive or negative consequences of another person’s behavior

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10
Q

self-reinforcement

A

the act of rewarding oneself for responses that influence the probability of future responses

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11
Q

sub processes governing observational learning

A

attention
retention
production
motivation

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12
Q

Social Cognitive theory

A

Bandura
view people as active agents who can both influence and are influenced by their environment
all ages are shaped the same way, consequently, adolescence is the same as any other age
no storm and stress

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13
Q

conditioning

A

when reinforcement is linked to a specific behavior

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14
Q

Triadic Reciprocal determinism

A

Development results from interaction among tree types of causes that commingle with one another and jointly determine what, where, and when learning occurs
- Observed behavior
- Cognitive and other personal factors
- Environment

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15
Q

Self-efficacy

A

an individual’s belief in their capacity to execute behaviors necessary to produce specific performance attainments

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16
Q

sources of self-efficacy appraisals

A

Actual performance - have you been able to complete tasks like this in the past?

Vicarious experiences - if the did it, I can do it

Verbal persuasions - Positive and negative self-talk
Physiological cues - Physical feedback

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17
Q

4 components of agency

A

intentionality -> ability to plan and strategize
forethought -> consider future events and expected consequences
self-reactiveness -> effectively implement, motivate, and execute the planned behavior
self-reflectiveness -> ability to measure the implementation of our plan

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18
Q

Heteronormative perspectives

A

the practice and belief that heterosexuality is deemed as the societal norm

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19
Q

sex

A

biological dimension of being male or femaleg

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20
Q

gender

A

sociocultural + psychological dimensions of being girl/woman or boy/man

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21
Q

gender roles

A

expectations prescribing how women and men should think, act, and feel

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22
Q

Cognitive Developmental Theory of Gender

A

Children’s gender - typing occurs after they have developed a concept of gender
Once a child thinks of themselves as a woman or man, they organize their world based on gender

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23
Q

Gender schema theory

A

Gender - typing emerges as individuals gradually develop gender schemas of what is gender appropriate and gender inappropriate in their culture

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24
Q

gender stereotypes

A

Broad categories that reflect cultural impressions and beliefs about women and men

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25
Q

sexism

A

prejudice and discrimination against individuals because of their sex/gender

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26
Q

Persistence of beliefs about gender differences

A

Even when there is a statistically significant difference between boys/men and girls/women, for most characteristics there is, nevertheless, more similarity than differences between genders
Most human characteristics fall into a normal distribution where a small proportion of people rate much higher; a small proportion rate much lower, but most people fall somewhere in the middle.

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27
Q

rapport talk

A

language of conversation and a way of establishing connections and negotiating relationships
girls/women tend to prefer private, relationship - oriented conversation

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28
Q

report talk

A

talk that gives information
boys/men tend to hold center stage through such verbal performances as storytelling, joking, and lecturing with information

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29
Q

Gender intensification hypothesis

A

Psychological and behavioral differences between boys and girls become greater during early adolescence
This is due to increased socialization pressure to conform to traditional masculine and feminine gender roles

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30
Q

Androgyny

A

the term used for the combination of masculine and feminine traits in one person

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31
Q

gender role transcendence

A

When an individual’s competence is at issue, it should be conceptualized not based on masculinity, femineity, or androgyny, but, rather, on a person basis. It should be based on performance ability only.

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32
Q

gender affirmation

A

The interpersonal, interactive process where a person receives social recognition and support for their gender identity and expression.g

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33
Q

gender expression

A

Gender expression is how one chooses to convey one’s gender identity through behavior, clothing, and other external characteristics.

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34
Q

gender identity

A

An individual’s sense of being a man, woman, boy, girl, genderqueer, nonbinary, etc. This identity is not necessarily visible to others.

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35
Q

gender non-conforming

A

A person whose gender expression is not consistent with the societal or cultural norms expected of that gender

36
Q

LGBTQIA+

A

lesbian
gay
bisexual
transgender
queer
intersex
asexual

37
Q

nonbinary

A

A nonbinary person identifies outside of a gender binary by seeing themselves as neither a man nor a woman. Nonbinary people are part of the trans community

38
Q

misgender

A

To refer to someone, especially a transgender or gender diverse person, using a word or address that does not correctly reflect their gender identity. Purposely

39
Q

queer

A

The term queer is more fluid and inclusive than traditional categories for sexual orientation and gender identity. Once considered a pejorative term, queer has been reclaimed by some LGBTQIA+ people to describe themselves; however, it is not a universally accepted term even within the LGBTQIA+ community.
People who identify as queer may think of their sexual orientation and/or gender identity as characterized by nonbinary constructs of sexual orientation, gender and/or sex.

40
Q

transphobia

A

fear of or discomfort with gender queer peers

41
Q

transmisia

A

hatred, prejudice, and discrimination against an individual because of gender nonconformity

42
Q

Transgender lifestyles

A

gender-affirming surgery
hormonal treatment
non-conforming lifestyle

43
Q

identity

A

the set of distinctive behavioral or personal characteristics by which a person is recognizable
- as an individual AND as a member of a group

44
Q

Erikson’s psychosocial theory of development

A

tasks that must be completed at each stage
saw ego identity as the key ingredient of development
identity vs role confusion

45
Q

areas of identity formation

A

love
work
ideological

46
Q

identifications

A

children and adolescents identify with people they look up to

47
Q

psychosocial moratorium

A

Socially sanctioned period of time where adult responsibilities are delayed so that adolescents can explore alternatives in employment, relationships, and ideology.

48
Q

institutional moratoria

A

provided psychosocial moratorium opportunities

49
Q

foreclosure

A

Failed to explore alternatives but committee to an identity. These adolescents often accept their parents’ views without questioning.

50
Q

diffusion

A

Not concerned about exploring or committing to an identity.
Related to lower self-esteem and self-control, high anxiety, delinquency, and later psychosocial problems

51
Q

Moratorium

A

exploration with active intent

52
Q

identity achievement

A

The eventual goal. Exploration is complete and long-term love, occupational, and ideological commitments have been made.

53
Q

ethnic identity development

A

Especially in the case of minorities, ethnic identity formation is a crucial element of accepting and understanding oneself

54
Q

acculturation

A

Ethnic minorities are faced with integrating (or not integrating) their culture of origin with “American” culture.

55
Q

assimilation

A

Fully accepting the new culture in favor of the culture of origin. Related to negative feelings of self-worth because you cannot reject your own culture without rejecting part of yourself.

56
Q

marginality

A

living within the majority culture but feeling estranged and outcast

57
Q

spearation

A

rejecting majority culture while associating only with persons from the culture of origin

58
Q

biculturalism

A

developing the capacity to accept and negotiate aspects of both cultures and take on a dual identity

59
Q

3 parts of autonomy

A

cognitive
emotional
behavioral

60
Q

independence

A

to act on your own

61
Q

autonomy

A

to act, think, and feel on your own

62
Q

Freud’s theory on autonomy

A

Physical development -> attraction to opposite sex parent (which is forbidden). So the adolescent seeks greater companionship outside the family.

63
Q

Anna Freud’s theory on autonomy

A

Detachment. She views autonomy as opposite of attachment.

64
Q

Erikson’s theory on autonomy

A

Autonomy is not an adolescent issue per se.
Erikson places autonomy resolution in toddlerhood!
Regardless, most adolescents are wrestling with autonomy issues throughout this period of life.
Adolescents are striving to establish an identity, separate from the parent during adolescence.

65
Q

Bandura’s theory on autonomy

A

Media and other influences outside the home (peers) indoctrinate adolescents to view parents negatively -> looking to other sources for information, advice, and counsel.

66
Q

Piaget’s theory on autonomy

A

Making one’s own decisions
In adolescence you are beginning to see multiple perspectives
For example: Should I stay home and study for an exam or go to a party with a friend? (Your professor and the person throwing the party should have differing ideas)

67
Q

what triggers autonomy biological model

A

Puberty -> an increase in size which in turn -> different view of the role of the child. Parents treat them differently, etc.

68
Q

what triggers autonomy social cognitive model

A

Perspective taking changes. Adolescents see that view of parents are just “one way” of looking at things.

69
Q

emotional autonomy

A
  1. Non-dependency:
    a. Don’t rush to parents when upset.
    1. Deidealization:
      a. No longer see parents as all-knowing or all powerful
    2. Individuation:
      a. Emotional energy is wrapped up in relationships outside the family
    3. Parents are people:
      a. My parents act differently with their friends than with me
70
Q

behavioral autonomy

A

Becoming independent and free enough to act on one’s own without excessive dependence on others.

71
Q

cognitive autonomy

A
  • An ability to think for oneself
    • Autonomy doesn’t necessitate absolute freedom from influences from others
      ○ Turn to others for advice when appropriate
      ○ Weigh alternative courses of action based on suggestions of others and the individual’s own judgment
      Reach an independent conclusion about how to behave.
72
Q

5 dimensions of cognitive autonomy and self evaluation

A
  1. Evaluative Thinking
    1. Voicing Opinions
    2. Comparative Validation
    3. Decision Making
  2. Self-Assessing
73
Q

self-esteem

A

refers to a person’s overall sense of worth and well-being

74
Q

self-concept

A

refers to the way a person views and evaluates herself or himself
also self-image or self-perception

75
Q

baseline self-esteem

A

stable enduring sense of worth and well-being

76
Q

barometric self-esteem

A

fluctuating sense of worth and well-being as one responds to different thoughts, experiences, etc.

77
Q

actual self

A

who i am

78
Q

possible self

A

who i might become

79
Q

feared self

A

who i dread becoming

79
Q

ideal self

A

who i would like to be

80
Q

how is self esteem measured

A

rosenberg scale
harter’s self-perception profile for adolescents

81
Q

8 domains of harter’s self-perception profile

A

Scholastic competence
Social acceptance
Athletic competence
Physical appearance
Job competence
Romantic appeal
Behavioral conduct
Close friendship
Global self-worth

82
Q

development and self-esteem

A

Average emotional states decline from grade 5 through 11 and then appear to level off at grade 12

83
Q

social loneliness

A

when people feel they lack sufficient social contacts and relationsips

84
Q

emotional loneliness

A

when people feel they lack sufficient closeness and intimacy

Youth and Adolescent Development (1 decks)

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