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Adolescent Psych > Exam 2 Flashcards > Flashcards

Exam 2 Flashcards

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1
Q

Kholberg’s Theory of Moral Development

A

pre-conventional, conventional, post-conventional;
Participants: 10, 13, and 16 year-old boys
Theory based on participants’ explanation of their conclusions to dilemma discussion

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2
Q

pre-conventional reasoning (kholberg) stage 1 and stage 2

A

rule enforcers (not the rules themselves) influence ones actions
ex) mom will punish me for lying

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3
Q

conventional reasoning (kholberg) stage 3 and stage 4

A

“right” is what agrees with the rules established by society, authority, and tradition.
ex) i wont run a red light bc society says its bad

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4
Q

postconventional reasoning (kholberg) stage 5 and stage 6

A

“right” comes from a self derived, universal principle
Ex) helping others bc its the right thing to do

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5
Q

did anyone reach kholbers postconventional stage 6?

A

no

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6
Q

Carol Gilligan’s critique of Kohlberg’s theory

A

Biased towards males
baised towards justice orientation not case orientation

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7
Q

justice orientation

A

A type of moral orientation that places a premium on abstract principles of justice, equality, and fairness.

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8
Q

Richard Schweders critique of kholberg

A

baised on individualistic thinking
biased in favor of secular (non-religious) thinking

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9
Q

(Schweder’s) Worldviews Approach to Moral Development

A

moral reasoning rooted in cultural beliefs
1-ethics of autonomy
2-ethics of community
3-ethics of divinity

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10
Q

ethics of autonomy (schweder)

A

defines the individual as the primary moral authority
people can do as they wish as long as their behavior doesnt harm others

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11
Q

ethics of community (schweder)

A

defines individual as a member of social groups
morality is based on family, community, and other groups

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12
Q

ethics of divinity (divinity)

A

defines individual as a spiritual entity, subject to the rule of divine authority/religious beliefs
moral views based on religious texts

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13
Q

worldview

A

set of cultural beliefs that explain what it means to be human, how human relations should be conducted, and how human problems should be addressed

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14
Q

“cognitive mode”

A
  • Increased use of abstract ideas
  • Increased tendency to see laws as social (human) constructions that may be changed if necessary
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15
Q

gender

A

social categories of M/F
Ex) girls tend to have lower body image than boys

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16
Q

sex

A

the biological status of M/F
Ex) boys tend to reach a growth spurt later than girls

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17
Q

traditional characteristics of growing from girl to woman

A

-work alongside mother
-close w mother
-“world contracts for girls” during adolecents
-restrictions for woman
-narrower socialization at adolescents bc their sexuality is likely to be more restricted

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18
Q

traditional characteristics of growing from boy to man

A

-more contact w peers than family
-“world expands for boys” during adolescence
-more freedom than girls
-privileges for men
-“manhood” is something that must be achieved

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19
Q

achieving manhood

A

Provide: show skills that are economically useful
 Protect: show he can contribute to protecting his family, kinship group, tribe, or other group
 Procreate: must gain some degree of sexual experience before marriage

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20
Q

T/F - in narrow patterns of socialization. it tends to be MOST narrow in gender expectations

A

T

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21
Q

T/F · Among adolescents in traditional cultures, boys and girls live very different lives and spend little time together

A

T

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22
Q

gender schema theory

A

gender is views as one of the fundamental ways people organize info about the world

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23
Q

schema

A

a structure used to organize and interpret info

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24
Q

traditional gender schema example

A

Girls playing “dress up;” Boys playing football

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25
Q

contemporary gender schema example

A

Girls playing video games; Boys playing “chef”

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26
Q

stereotype

A

assuming others possess characteristics based on the group theyre involved in

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27
Q

T/F - gender (masculine and feminine) stereotypes can be viewed as a type of gender schema

A

T

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28
Q

T/F - african american gender roles directly reflect challenges faced in their history

A

T

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29
Q

why are gender differences exaggerated?

A

confirmation bias - once ideas are formed about gender differences, we notice them more and dismiss other info

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30
Q

gender schema

A

shape the way we notice, interpret, and remember INFO according to our expectations

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31
Q

social roles theory

A

theory that social roles for males and females enhance or suppress different capabilities, so that males and females tend to develop different skills and attitudes, which leads to gender-specific behaviors

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32
Q

what is an example of social roles theory

A

women being “natural” caregivers vs men

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33
Q

actual self

A

the way we see ourselves as we currently are
-contrasts with possible self

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34
Q

possible self

A

person’s conceptions of the self as it potentially may be; may include both an ideal self and a feared self

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35
Q

feared self

A

the self a person imagines it is possible to become but dreads becoming

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36
Q

for adolescents, feelings of failure may result from the knowledge/contrast of what two “selfs”

A

actual self and ideal self

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37
Q

complex self

A

adolescents begin to recognize that their personalities and behavior can be contradictory and can vary in different situations

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38
Q

what is an example of complex self

A

i tend to be shy in front of other students but am outgoing around my friends

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39
Q

Harter’s 8 Domains of Adolescent Self-Image

A
  1. scholastic competence
  2. social acceptance
  3. athletic competence
  4. physical appearance
  5. job competence
  6. romantic appeal
  7. behavioral conduct
  8. close friendship
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40
Q

What is the most important factor in adolescents self esteem?

A

appearance
- mostly females

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41
Q

why are girls self esteems typically lower than boys during adolescents

A

focus on appearance

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42
Q

Why are adolescents able to reflect on their self-concept and self-esteem?

A

spend time alone

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43
Q

social loneliness

A

when people feel they lack enough social contacts and relationships

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44
Q

emotional loneliness

A

when people feel their relationships lack sufficient closeness and intimacy

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45
Q

Eriksons theory of psychosocial development

A

each stage is met with a conflict that has 2 outcomes

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46
Q

identity vs identity confusion

A

developing a sense of oneself or failing to form a stable identity

47
Q

key areas of identity formation

A

Love, Work, & Ideology (one’s values & beliefs)

48
Q

psychosocial moratorium

A

exploration, no commitment - a period when adult responsibilities are postponed as young people try on various possible selves

49
Q

Identity Status Model

A

an approach to conceptualizing and researching identity development that classifies people into one of four identity categories: foreclosure, diffusion, moratorium, or achievement

50
Q

Identity diffusion

A

no exploration, no commitment

51
Q

identity foreclosure

A

commitment with no exploration

52
Q

identity achievement

A

exploration and commitment

53
Q

Dan is certain about his future. He will follow in his grandfather’s and father’s footsteps by majoring in business and have a career running his family’s window company. He is not planning to pursue any other interests, because he believes staying focused on business will benefit him most.

A

identity foreclosure

54
Q

Jack is 28 years old and still hasn’t settled down. He tried college a couple of times and quit, because he couldn’t decide on a career. He plays in a band on weekends, but doesn’t really like performing. He hasn’t really tried to figure out what he wants to do for work, and just can’t stick with any plan.

A

identity diffusion

55
Q

Sarah began college as an engineering major, but after volunteering as a camp counselor for two summers, she decided to switch her major to psychology. She is certain she will complete her psychology major, continue to a graduate program in psychology, and have a long career as an adolescent psychologist.

A

identity achievement

56
Q

For adolescents from minority cultures, self-reflection may bring about a heightened awareness of:

A
  • What it means to be a member of a minority group
  • Cultural stereotypes others may hold
  • Differences between the majority and minority cultures
57
Q

assimilation

A

adopting majority culture and leaving ethnic behind
high majority
low ethnic

58
Q

marginality

A

rejecting ones ethnic culture but also feeling rejected by majority culture
low majority
low ethnic

59
Q

seperation

A

associating only with members in your ethnic group and rejecting majority culture
low majority
high ethnic

60
Q

bicultural

A

dual identity based on the combination of ethnic and majority culture
high majority
high ethnic

61
Q

what ethnic identity is most likely after a person experienced discrimination

A

seperation

62
Q

what two ethic identities have high self esteem

A

bicultural, assimilation

63
Q

what two ethic groups are more likely to see themselves as bicultural?

A

asain, latino

64
Q

globalization

A

the exchange of world views, products, ideas to different cultures around the world.
- increasing connectedness and similarity between cultures

65
Q

what is the a major contributor to more young people adopting a bicultural ethnic identity?

A

globalization

66
Q

marginalized identity

A

-adapting to the rapid changes taking place in their own culture is difficult; similarly, the ways of the global culture seem too different
-results in identity confusion

67
Q

self-regulation

A

capacity to exercising self-control in order to restrain one’s impulses and comply with social norms

68
Q

Sources of Meaning

A

Indicate what is valued, important and to be lived for.
provide consolation, guidance, and hope to those confronting existential (meaning of life) questions

69
Q

Sources of socialization

A

Peers & Friends, School & Teachers, and Media, & Community

70
Q

Broad Socialization

A
  • focuses on individualism
  • encourages individual uniqueness, independence, and self-expression
71
Q

Narrow Socialization

A

Focus on: Collectivism
Encourages: Obedience & Conformity to culture’s norms (& expectations)

72
Q

Custom Complex

A

A normative practice within a culture and the beliefs, values, sanctions, rules, motives, and satisfactions that provide the basis for that practice

73
Q

Dating practices in western culture

A

-pushes independent time for adolescents and emerging adults
-young people should independently choose who they want to have intimate relations with.

74
Q

T/F - american minority culture is more collectivistic than the overlying individualistic structure of american culture.

A

T

75
Q

describe latino culture in multicultural societies

A

strong sense of duty and obligation to family

76
Q

describe asian american culture in multicultural societies

A

Key to being adult is: being capable of financially supporting their parents

77
Q

What is the Code of Behavior in religious culture

A

self-regulation
role preparation
sources of meaning

78
Q

3 things that increase adolescent religiosity

A

both parents have the same beliefs
parents participation in religion
parents talk about religion

79
Q

2 things that decrease adolescent religiosity

A

divorce
parents disagree about religion

80
Q

ideal self

A

person we would like to be

81
Q

What country has the most religious people?

A

US

82
Q

self regulation

A

capacity for exercising self-control in order to restrain one’s impulses and comply with social norm

83
Q

Example: Being tempted to steal an unlocked bicycle is….

A

self regulation

84
Q

T/F: Two drives can co-exist
Example: Being competitive at work & maintaining harmony among family members

A

T

85
Q

Gender Intensification Hypothesis

A

Psychological and behavioral difference between males and females become more pronounced at
adolescence because of the intensified socialization pressures to conform to culturally prescribed roles

86
Q

Example of Gender Intensification Hypothesis

A

Example: Girls, compared to boys, are socialized to take more interest in forming intimate
friendships and focusing on their physical appearance (thus, becoming more self-conscious)

87
Q

Gender Socialization: Family Peers and School

A

Conformity to gender roles during early adolescence is most likely among adolescents whose parents
influenced them toward gender compliance
The increase in the intensity of gender socialization at adolescence is greater for girls than for boys

88
Q

Example of Gender Socialization: Family, Peers and School

A

Research shows over a two-year period, girls in grades 6, 7, & 8 changed their self-
descriptions by describing themselves as more feminine.

89
Q

Sharp Decline in Support for Authoritarian Political Systems

A

Balancing the goal of the law with considerations such as individual rights and long-term vs. short-term costs and benefits

90
Q

Capacity to Develop an Ideology

A

Developing a set of beliefs that serves as a basis for personal political attitudes

91
Q

Differential Gender Socialization:

A

Socializing boys and girls according to different expectations
 Creates an understanding of ‘appropriate’ behaviors for males
and females
 Differential socialization most often results from how parents
and teachers were socialized
 Reflects a culture’s beliefs about gender
 Parents and teachers may do this without even thinking
consciously about what they are doing

92
Q

Cognitive-Developmental Theory of Gender

A

Kohlberg’s theory based on Piaget’s ideas about
cognitive development, asserting that gender is a
fundamental way of organizing ideas about the
world and that children develop through a
predictable series of stages in their understanding
of gender

93
Q

Gender Identity

A

children’s understanding of themselves as being
either male or female, reached at about age 3

94
Q

Self-Socialization

A

in gender socialization, the way that children seek to
maintain consistency between the gender norms
they have learned and their behavior

95
Q

Marianismo

A

traditional female role of being submissive and
self-denying

96
Q

Machismo

A

traditional male role which emphasizes males’
dominance over females

97
Q

Asian American Female Role as submissive and
exotic
 Asian American Male Roles as high in intelligence
but poor at sports and less masculine than other men
are examples of

A

US Media Stereotypes

98
Q

T/F: Even when there is a statistically significant
difference between males and females, for
most characteristics there is nevertheless
more similarity than difference between
genders

A

T

99
Q

T/F: Once we have formed ideas about how males and females
are different, we tend to notice events and information that
confirm our expectations and disregard or dismiss
anything that does not.

A

T

100
Q

What does abstract mean?

A

describing oneself in terms of concepts / ideas

101
Q

T/F: Adolescents use terms that reflect their personality
characteristics
Example: “sensitive” “outgoing” “shy” “anxious”

A

T

102
Q

T/F: For adolescents feelings of failure may result from
awareness of a difference between the Actual Self
and the Ideal Self

A

T

103
Q

T/F: Adolescent girls are more likely than boys to emphasize physical
appearance as a basis for self-esteem.
 Girls have a more negative body image than boys and are more
critical of their physical appearance.
 During adolescence, girls’ normal physical development is at odds
with a cultural ideal of thinness.
 Because physical appearance is most important to their global self-
esteem, girls’ self-esteem tends to be lower than boys’ during
adolescence.

A

T

104
Q

What am I? High identification with the Majority Culture; Low
Identification with the Ethnic Culture

A

Assimilation

105
Q

My family is from Cuba and moved to the U.S., but
I see myself as completely American… is an example of

A

assimilation

106
Q

Adolescents who are assimilated have (higher or lower??) self-
esteem

A

higher

107
Q

What am I? Low Identification with the Majority Culture; Low
Identification with the Ethnic Culture

A

Marginality

108
Q

My family is from Cuba and moved to the
U.S., but I don’t feel Cuban and I don’t feel American. I
don’t feel like I belong to any group is an example of

A

Marginality

109
Q

What am I? High Identification with the Majority Culture; High Identification with the
Ethnic Culture

A

Bicultural

110
Q

“My family is from Cuba and moved to the U.S., and I see myself as
both Cuban and American” is an example of

A

Bicultural

111
Q

Adolescents who are bicultural have (Higher or Lower) self-esteem

A

Higher

112
Q

Due to ____ more youth around
the world are adopting a bicultural identity

A

globalization

113
Q

integrating local culture with elements of
the global culture is…. Similar to bicultural identity, but goes further, actually
changing traditional cultural practices and ideas

A

hybrid identity

114
Q

adapting to the rapid changes
taking place in their own culture is proves difficult;
similarly, the ways of the global culture seem too
different
Results in Identity Confusion
IS

A

Marginalized Identity

Adolescent Psych (3 decks)

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