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Adolescent Psych > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Race

A
  • a completely made up concept

- don’t know what “race” you are most of the time (genetics)

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2
Q

old fashioned racism

A
  • not really old fashioned bc still present
  • small towns have many “old-fashioned” racists
  • systematic
  • qualities of education are inferior
  • constantly stereotyped
  • fewer options for the future & then told you aren’t good enough
  • increases aggression
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3
Q

modern/implicit racism

A
  • more “hidden” but still largely present
  • lower level things
  • not intentional racism; automatic
  • more likely to make racist judgements when frightened
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4
Q

stereotype threats (wrt race)

A
  • under-perform often bc negative stereotype (ex. women in engineering classes)
  • black vs. white students, especially when black students outnumbered
  • minority under-performs wrt stereotype threats
  • about how you think about your self
  • affects your working memory
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5
Q

self-fulfilling prophecy

A
  • prediction you make; becomes true bc you make ti

- Rosenthal: blooming vs. average students study

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6
Q

microaggressions

A
  • low level things that hurt, but don’t know if they should hurt or not
  • passive aggressive behavior, especially females
  • serious form of bullying, especially during adolescence
  • for minority groups, it happens so often that you don’t know if it’s real or not (was it an insult or are you being hypersensitive?)
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7
Q

white privilege

A

-“gasoline and run” example

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8
Q

characteristics of recent immigrants to the US

A
  • strong work ethic
  • emphasis on education
  • strong family ties
  • low rates of delinquency unless highly assimilated to US culture
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9
Q

individualistic culture

A
  • US & Western Europe
  • “how does it work for me?”
  • ex. when family goes out to eat, order what you want
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10
Q

communal societies

A
  • don’t stand out; don’t make decisions on your own
  • Latino & African communities, but variability
  • ex. most senior male orders for whole group & put it on your plate
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11
Q

how is culture tied to ethnicity?

A
  • immigration status (change/merge by 2nd/3rd generation)
  • language (encourage to be bi/trilingual; harder to learn new language in adolescence/adulthood:
  • problems w/ assimilation
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12
Q

problems w/ assimilation wrt ethnicity

A
  • adolescents want to fit in & other adolescents are cruel about it
  • can be a meaningful goal, but not the only goal/solution
  • reduced academic success caused by pressure to assimilate/do more stupid things
  • increased incidence of delinquency
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13
Q

how is culture tied to social class?

A

expectations for low-incomes, middle-incomes, & high-incomes

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14
Q

expectations for & about those w/ low incomes

A
  • teachers have low expectations & react differently (influence self-fulfilling prophecy)
  • creation of programs
  • most parents have at least one job, but low-income job
  • stereotypes
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15
Q

How is puberty defined?

A
  • Females: menarche

- Males: spermatogenesis

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16
Q

Menarche

A
  • first period
  • age has gone down (avg. about 11.5 YO)
  • increase in precocious period (8 or 9 YO); don’t know the causes, but correlated w/ high stress in the family, hormones, & pesticides in food products
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17
Q

spermatogenesis

A

-ability to make & ejaculate first sperm (avg. 11-16 YO)

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18
Q

Tanner’s System

A

How we evaluate pubertal status

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19
Q

Estrogen

A

-increased in adolescence in females
-drives reproductive/menstrual cycle
-keeps female skin smoother than male’s skin
-regulates mood (^ = happier)
-helps women sustain pregnancy
>estrogen stores energy so helps guarantee you have enough to carry baby for 9 mo.
>stores in hips & thighs to provide steady base for increased stomach sizes
>causes cellulite
-waist-to-hip ratio .7-.8 is optimal for fertility
-estrogen protects from heart attacks & some forms of cancer

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20
Q

Progesterone

A
  • timing part of the menstrual cycle

- syncing of menstrual cycles between women

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21
Q

Testosterone

A
  • testicular & penis growth
  • muscle & bone mass/density
  • gain weight around middle b/c ^ testosterone decreases estrogen
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22
Q

androgens

A
  • development of body hair

- skin thickens + ^ oil = acne

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23
Q

Primary sex characteristics

A

essential for reproduction

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24
Q

secondary sex characteristics

A

skin tone, breast development, pubic hair, etc.

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25
Q

gender dimorphism

A
  • gender= how gender is expressed
  • dimorphism= shape
  • different expectations
  • how they present themselves & behavior
  • expectation of gender roles resurfaces during adolescence
  • tomboy, masculine stereotype, etc.
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26
Q

sexual dimorphism

A

=biological differences between males & females (on avg.)
-see pattern in all culture groups
>biologically driven, but also due to genetics (can vary by culture)
-structural differences, distribution of body fat, & time of pubertal growth

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27
Q

structural differences

A
  • women increase top to bottom
  • men increase bottom to top
  • males are geared toward survival
  • women are good for child birth/pregnancy
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28
Q

distribution of body fat

A
  • women carry fat in hips, thighs, & but (greater than or equal to 18%) -> drives start of menstruation
  • men can have less body fat than women bc don’t have to carry a baby
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29
Q

timing of pubertal growth

A
  • females start earlier than males

- transgender: better to wait to do treatments/surgery after puberty

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30
Q

effects of puberty on parent-child relationships

A
  • puberty affects how parents relate to children & vice-versa
  • ex. needs for privacy by both
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31
Q

the secular trend

A

-girls are hitting puberty earlier (correlated w/ good health & nutrition)

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32
Q

timing of menarche

A

Critical Weight Hypothesis: thought women had to reach a certain weight before menstruation (revision: body fat percent)

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33
Q

The Interactional-Contexual Perspective of Hormonal Influence

A

hormones have an effect on adolescent development & behavior, but is also influenced by social context

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34
Q

acceleration hypothesis

A
  • idea that there are pushes to get kids to act like adolescents earlier & earlier (psychological aspect)
  • ex. tween movement/pre-teens (relationships, liking certain music, etc.)
  • clothing & TV are huge influences
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35
Q

gender intensification

A
  • extreme intensification of gender roles during adolescence
  • happens less in females now, but still happens
  • our generation mocks some of this
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36
Q

social constructivism of gender

A
  • talk to girls & boys differently from day 1

- gender is largely socially constructed throughout the world

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37
Q

androgyny

A

=somebody’s personality shares masculine & feminine traits

  • about social growth & some personality
  • seeing more people who are androgynists
  • have advantages in a number of situations (on a personality level), but also advantages for being one sex type or the other
  • masculine works well w/ feminine, androgyny works well w/ androgyny
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38
Q

anorexia nervosa

A
  • disorder where you extremely limit calorie intake
  • biological & social (brain chemistry & social pressure at intermediate family level)
  • group therapy can make it worse
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39
Q

effects of early maturation on females

A
  • some good things (“popular” and gives you a sign of status; treated as mature)
  • can make you feel very self-conscious
  • short-term benefits, but long-term deficits (academic failure, drugs/alcohol abuse, grades start to slide)
  • are tallest/more developed first, but stop growing early
  • are more curvy (expectations against them)
  • later relationships w/ guys not as healthy
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40
Q

effects of on-time maturation on females & males

A
  • learn from earlier maturing girls/boys
  • mostly well-off
  • runs its course
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41
Q

effects of delayed maturation on females

A
  • don’t get much attention (short-term)
  • short-term= bad (just seen as little kids)
  • long-term advantages (best balanced relationships)
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42
Q

effects of early maturation on males

A
  • long-term & short-term advantages (taller -> good athletes)
  • treated better
  • people expect them to act older
  • more conflict w/ moms (moms start to worry)
  • high school years are often best years of their life
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43
Q

effects of delayed maturation on males

A
  • have it the worst
  • largely influenced by peers & teachers
  • at risk for serious life-long depression
44
Q

cognitivist-maturationist theory of intelligence

A
  • the mind is something that develops (biological & some environment)
  • wait for mind to mature
  • Piaget (don’t rush it)
45
Q

behavioral-learning theory of intelligence

A
  • environment
  • behavior develops (respond to environment)
  • behaviorism works & is a good tool if used correctly
46
Q

behaviorism

A
  • focus on learning/environmental learning
  • has to be done consistently & appropriately in order to work efficiently
  • primarily reinforcements, but person has to want it
47
Q

incremental theories

A

Dweck
-know that learning is something that increases intelligence
-intelligence grows, it’s not fixed
-can also lose intelligence
-almost every child who enters the education system is an incremental theorist
>learning goals (children want to learn)
>task persistence (most people still have it, just not w/ academics)

48
Q

entity theories

A
  • Dweck*
  • intelligence is fixed/set
  • genetics
  • school system encourages this (standardized tests, rewards speed, etc.)
  • achievement goals
  • fear of failure
  • self-handicapping
49
Q

Carol Dweck’s theory of implicit notions of intelligence

A
  • interested in how people’s theories of intelligence apply to their learning
  • see a lot of academic success when become incremental (overachieving women)
  • low achieving kids learn entity theory early on; people say they aren’t smart, etc.
50
Q

achievement goals

A
  • entity theories

- show how smart you are

51
Q

fear of failure

A
  • entity theories
  • fear of trying your best & still failing (people will see you aren’t smart)
  • very strong/overwhelming
52
Q

self-handicapping

A

-entity theories
-what you do when you want to do well, but you’re afraid of trying your best and still failing
-males
>drinking & using drugs
>fail -> blame on being drunk/high
>success -> extra good
-females:
>being “sick” & say how sick you are (could be stress related)
>emotional trauma

53
Q

The psychometric view of intelligence

A 
IQ
MA
Deviation IQ
Culture Free Tests
The g factor
54
Q

IQ

A

=intelligence quotient

  • ability to follow directions
  • a lot of outside risk factors
  • introverts do better bc can focus
  • measures other things than intelligence
  • only predicts academic success
  • very biased on certain things (higher incomes, urban white Americans, people w/ certain accents, vocab usage, etc.)
55
Q

MA

A

=mental age

  • measures cognitive level
  • doesn’t necessarily mean it will last
  • often use it for people w/ developmental disabilities
  • measured by IQ test
56
Q

Deviation IQ

A
  • how far you are from the norm
  • avg. intelligence if one IQ unit away from norm
  • beyond that, start associating gifted/delayed
57
Q

Culture Free Tests

A
  • lots of things can bias IQ scores
  • progressive matrices, find one that’s different, sequences, etc.
  • better than IQ tests but still biases certain groups (depends on knowledge, education, etc. of the parent, so not completely culture free)
58
Q

The g factor

A
  • people who are smart should be smart at all of the things there are to be smart at (consistent)
  • not accurate; can be very good at some things & not others
  • schools privilege good test takers (high g factors)
  • if define g factor as ability to do good on tests, then there is a g factor, but shouldn’t be based on that
  • only academic success
59
Q

Howard Gardner’s Theory of Multiple Intellingences

A 
linguistic
logico-mathematical
musical
spatial
bodily/kinesthetic
interpersonal
intrapersonal
naturalistic
others (moral, existential, spiritual)
60
Q

linguistic intelligence

A

verbal

61
Q

musical intelligence

A
  • has a stronger case
  • good musicians know a lot of things
  • not just a skill (there’s something else)
  • good vs. great musicians
62
Q

spatial intelligence

A
  • the ability to understand & utilize space

- some visual/spatial tasks

63
Q

bodily/kinesthetic intelligence

A
  • where athletic skills come in (ex. dancing)

- is this an intelligence or an amazing set of skills?

64
Q

naturalistic intelligence

A

understanding & being in touch w/ the natural/physical world

65
Q

Robert Steinberg’s Triarchic Theory of Intelligence

A

componential
experiential
contextual
* can be high in all three, but usually a mix

66
Q

componential intelligence

A
  • good at the components/facts

- very good at memory

67
Q

experiential intelligence

A
  • integrate information & use it in interesting ways
  • compare & contrast; theories & hypotheses
  • doing something beyond the facts
  • critical thinking
68
Q

contextual intelligence

A
  • read their context
  • similar to social skill intelligence
  • know how to understand systems
  • know how to get things done (connections)
69
Q

personal dimension of identity

A
  • things you feel about yourself
  • core values & inner-self
  • others don’t always know this about you
70
Q

social dimension of identity

A
  • how you participate in the collective life of your community
  • some have a lot of overlap between personal & social identity
71
Q

psychological moratorium

A
  • Erikson*
  • adolescence is a “holding” pattern (like above an airport)
  • making progress in finding your identity, but the way at the time doesn’t make sense (lots of dead ends)
  • eventually it will “fit”, but confusing in the beginning
72
Q

Fidelity

A
  • Erikson*
  • a knowing commitment
  • being faithful & committed to your core values, job, etc.
73
Q

Crisis

A

=questioning

-not as serious as it needs to be

74
Q

Marcia’s Theory/statuses

A

diffused
foreclosed
moratorium
achieved

75
Q

diffused personality status

A
  • Marcia*
  • no crisis, no commitment
  • healthy place for adolescents to be/developmentally appropriate for early adolescents
  • don’t have interest in what they believe
  • individuals in this status described as “random”/often are what they’re thinking about at the moment
  • if you stay this way, can be a terrible parent
76
Q

foreclosed personality status

A
  • Marcia*
  • have made commitment, but haven’t had the crisis
  • can start here or travel from diffused
  • often seen in teachers, pre-med, etc.
  • go into things that you aren’t in love w/ bc somebody told you or you told yourself (can cause midlife crisis)
  • seen everywhere in identity
77
Q

moratorium personality status

A
  • Marcia*
  • in crisis, so haven’t made a commitment yet
  • can travel through different paths to get here
  • ex. chemistry for pre-med students
  • time of intense questioning; can’t make sense of something
  • have discussions that will be important for the rest of life
  • expected for late adolescents & young adults
78
Q

achieved personality status

A
  • only way to get to achieved is through moratorium (can also go backwards into other statuses)
  • been through the crisis & can now make commitment
  • really know your core values/what you believe in
79
Q

Lack of exploration of racial & ethnic identity

A
  • diffusion & foreclosure
  • early adolescence
  • acting like their “white”/ denies how race has anything to do w/ them (when it really is affecting them)
80
Q

active exploration of racial & ethnic identity

A
  • moratorium
  • college years
  • realize how race has been affecting you
  • real identification w/ race/ethnicity group (non-minority friends can get annoyed)
81
Q

achieved racial & ethnic identity

A

-identification still there but don’t embrace it as much bc obvious

82
Q

intimacy statuses

A

intimate
preintimate
psuedointimate
isolate intimacy

83
Q

intimate identity status

A

2 people have to be acheived

84
Q

preintimate identity status

A
  • moratorium
  • still very meaningful even though not “forever”
  • helps you become the person you’re meant to be
85
Q

psuedointimate

A
  • foreclosed
  • “picture-perfect” relationship, but nothing on the inside
  • largely due to parents/stereotypes
86
Q

isolate intimacy identity status

A
  • diffused

- don’t share yourself w/ others bc don’t know who you really are

87
Q

upward social comparison

A
  • mostly good
  • person tends to be better at something than you
  • healthy & keeps you motivated
  • can’t be an unattainable comparison
88
Q

downward social comparison

A
  • make you feel better about yourself
  • especially when blow to your ego
  • person is not as good as you at something
  • threatening during adolescence if roles change (happens a lot during puberty… upward to downward & vice versa)
89
Q

effects of work on middle age parents of adolescents

A
  • first 5-10 years are great bc people love you, but when middle age no longer “cool” or have promise
  • job is strongly tied to identity
90
Q

effects of marriage on middle age parents of adolescents

A
  • things can get rough, even if happy marriage
  • sandwich generation: taking care of older parent & kids (takes time away from marriage)
  • doesn’t mean marriage is bad, but creates a major crisis
  • wife’s attractiveness is symbol of husband’s masculinity (when not consistent, can put marriage at risk)
  • adolescents point everything out (makes it worse)
91
Q

effects of health on middle age parents of adolescents

A
  • big issue is menopause & made worse by contemporary society
  • for me, sons/daughter’s boyfriend’s are stronger & faster
  • aches & pains start to show up while children are hitting their beautiful moments
92
Q

effects of parenting on middle age parents of adolescents

A

hard for parents to be sympathetic bc going through something similar but very different as their adolescent(s)

93
Q

components of the family systems theory

A

adolescence
middle age
empty nest syndrome

94
Q

mother vs. father parent roles

A 
mother:
-takes care of emotional aspects & everyday things
-biggest conflict = mother/daughter
father:
-more big picture things
-doesn't do day-to-day things
-father-son conflict most serious
95
Q

authoritarian parenting style

A
  • high control, low warmth
  • “boot camp” parents
  • parent still loves the child, but want child to survive the dangerous world
96
Q

short-term consequences of authoritarian parenting

A

academic performance:
-fragile performance
-good at following rules but struggle bc don’t know how to ask for help from authority
social development:
-do okay socially; follow rules
moral development:
-tend to be at preconventional/low conventional level (what you’ve been told is right)

97
Q

long-term consequences of authoritarian parenting

A
  • become authoritarian
  • become mild & look for strong spouse to tell them what to do
  • become rebellious/lose control in college (don’t have internal stopping system)
98
Q

authoritative parenting style

A
  • high control, high warmth
  • best parenting style depending on environment
  • expectations are high are appropriate for child
  • have to model apologizing
  • have to stick to the “hard-line”
99
Q

short-term consequences of authoritative parenting

A

academic performance:
-do well & challenge teachers
social development:
-so socially well & develop self-regulation
moral development:
-do the right thing & feel bad if you don’t

100
Q

long-term consequences of authoritative parenting

A
  • have the better outcome

- can get on the right track

101
Q

permissive indifferent (neglectful) parenting style

A
  • low control, low warmth
  • sometimes single moms
  • worst parents
  • “do what you want and leave me alone”
102
Q

short-term consequences of neglectful parenting

A 
academic performance:
-suffer bc don't have help at home
social development:
-suffer bc no self-control
moral development:
-avoid punishment & get what's good for you
103
Q

long term consequences of neglectful parenting

A

turn out to be the worst kids

104
Q

permissive indulgent parenting style

A
  • low control, high warmth

- think their “babies” are perfect

105
Q

short-term consequences of permissive indulgent parenting

A

academic performance:
-don’t take feedback well bc do what they want
social development:
-most people don’t like them bc get what they want
moral development:
-“all about me”
-people have to hold them to standards to get out of this

106
Q

Diana Baumrind’s Parenting Styles Theory

A

authoritarian
authoritative
permissive indifferent (neglectful)
permissive indulgent

Adolescent Psych (1 decks)

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