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Psych 250 > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

5 major physical changes in adolescence: puberty

A
  1. Adolescent growth spurt
  2. Development of primary sex characteristics
  3. Development of secondary sex characteristics
  4. Changes in body composition (muscle:fat)
  5. Changes in circulation and respiration
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2
Q

puberty begins with a ….

A

biochemical signal from the hypothalamus, to pituitary, to adrenal glands (HPA axis) and gonads (HPG axis)

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3
Q

gonads increase…

A

production of sex hormones: estrogens and androgens

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4
Q

Larson and Richards 1998

A

waiting for the weekend: mood low during middle of week, peaks on friday and weekend

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5
Q

impact of hormones is often…

A

indirect and dependent upon the psychosocial context

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6
Q

average female growth spurt is _____ than average male growth spurt

A

2 years earlier:
Girls: 10.5 years
Boys: 12.5 years

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7
Q

sequence of growth spurt

A

weight, height, muscle

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8
Q

growth is asymmetrical: what grows first

A

heads, hands, feet
arms and legs
trunk

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9
Q

boys vs girls: changes in body composition

A

girls gain more fat, boys gain more muscle

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10
Q

circulatory and respiratory changes puberty

A
  • lungs and heart increase in size and capacity

- exercise tolerance

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11
Q

primary sex characteristics

A

body parts directly involved in reproduction (testicles, ovaries)

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12
Q

secondary sex characteristics

A

traits not necessary for reproduction (body odor, acne, breast, hair, voice)

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13
Q

menarche + average/range age

A

first period

10.5-16 years (average 12.5)

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14
Q

spermarche + average/range age

A

first ejaculation

12-16 years (average 13)

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15
Q

secular trend

A

age of menarche has decreased over the past century

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16
Q

body rhythms: teens and sleep

A
  • teens prefer to stay up late and sleep in late (PHASE DELAY)
  • nightime increase in melatonin begins about 2 hours later in teens after puberty
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17
Q

sleep deprivation is associated with

A

higher risk of mood disorders, insomnia, and falling asleep at the wheel

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18
Q

high school start time

A

more than 40% of high schools start before 8am

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19
Q

case study of edina, MN high school students

A

reported fewer absences, less depression, and higher overall GPA when had a later start time

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20
Q

what plays a role in the timing and tempo of puberty

A
  • genes
  • body fat (heavier girls earlier period)
  • hormones
  • stress
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21
Q

what causes early onset of puberty for girls and what is it associated with

A
  • when parents demands are strict during infancy, girls go through puberty earlier
  • associated with family conflict, divorce, sexual abuse, violence
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22
Q

early maturing girls

A
  • unpopular, withdrawn
  • low self confidence
  • deviant behavior
  • negative body image
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23
Q

late maturing girls

A
  • popular
  • sociable, school leaders
  • positive body image
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24
Q

early maturing boys

A
  • popular
  • confidence, positive body image
  • more deviant behavior
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25
Q

late maturing boys

A
  • unpopular, anxious, attention seeking
  • negative body image
  • intellectual curiosity
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26
Q

trends in teen sexual activity

A
  • teens less sexually active
  • gender gap in reported sexual activity has narrowed
  • very few teens sexually active early (before 9th grade)
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27
Q

early sexual activity (before 16) is associated with

A
  • experimentation w/ drugs and alcohol
  • low levels of religious involvement
  • high levels of depression
  • lower academic achievement
  • divorce
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28
Q

risk factors for early sexual activity

A
  • early puberty
  • history of sexual abuse
  • poor parental monitoring
  • single family
  • sexually active friends
  • poverty
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29
Q

rate of HIV…

A

are not declining despite greater awareness

1 in 6 teens have an STI

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30
Q

who is at risk of STIs

A
  • boys are at risk bc they have more partners

- girls are at risk bc their partners are older and more experienced

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31
Q

Bearman (2004): sexually active teens in a midwest high school

A
  • few sexually active teens had multiple partners
  • however, relationships did not last long
  • one infected person in the network of sexual activity could infect the entire school
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32
Q

Gradual development of intimacy in teens

A
  • same sex friendships
  • loose association of boy and girl groups
  • small mixed sex groups
  • pairing up of couples
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33
Q

boys first sexual experience

A
  • often masturbation and later a hook up
  • met w/ approval from peers
  • described as exciting and satisfying
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34
Q

girls first sexual experience

A
  • with a boy she feels close to and in love with
  • met with ambivalence or disapproval
  • described as being afraid, guilty, embarrassed
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35
Q

meaning of sex to boys

A
  • more likely to separate sex and intimacy

- view sex as recreational

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36
Q

meaning of sex to girls

A
  • more likely to view sex in combo w/ love, romance, friendship, intimacy
  • feel conflicted afterward bc of social pressures and worries about pregnancy
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37
Q

coming out

A
  • 8% of teens identify as LGBTQ
  • sexual orientation is fluid during teen years
  • LGBTQ youth feel different (6-12), confused (teen years), eventually self acceptance
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38
Q

Martin and Ruble main findings

A
  • 6 mo infants can distinguish b/w voices of men and women
  • 9 mo: discriminate photographs of men and women
  • 11-14 mo: learn men have low voices, women high
  • by the time they can speak, understand differences b/w male and female
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39
Q

developmental patterns of knowledge of race and ethnic categories

A

age 3-6: aware of different racial groups, focus on physical aspects
age 6-10: shift to non-observable characteristics (language, food)

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40
Q

racial identity is related to what positive outcomes

A
  • lower illegal substance use
  • lower antisocial behavior
  • higher self esteem
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41
Q

5 major changes in adolescent thinking

A
  1. Thinking about possibilities
  2. Thinking about abstract concepts
  3. Thinking about thinking
  4. Thinking in multiple dimensions
  5. Thinking in relative (vs absolute) terms
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42
Q

piaget’s stage of formal operational thinking

A
  • age 11+
  • thinking is abstract, no longer tied to concrete or personal experiences
  • hypothetical thought
  • deductive reasoning
  • intuitive vs analytic thought (dual process model)
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43
Q

adolescents can engage in ___ thought

A

hypothetical

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44
Q

piaget formal operational stage: balance scale problem

A

after age 13, understand that balance depends on both weight and distance from center

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45
Q

inductive vs deductive reasoning

A
  • inductive (bottom up): experiences to general conclusion; middle childhood
  • deductive (top down): general principle to applications; by age 14
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46
Q

dual process model

A

two pathways in the brain:

  • analytic: logical, hypothetical, deductive
  • intuitive: emotional, experimental, quick
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47
Q

Klaczynski: the irrational adolescent

A
  • most adolescents made at least one analytic error where they intuitively jumped to a wrong conclusion
  • logical thinking improved w/ age and education (NOT IQ)
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48
Q

changes in thinking over time (intuitive vs analytic)

A

younger: intuitive thinking
older: analytic

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49
Q

adolescent egocentrism

A

characteristic of adolescent thinking that leads young people to focus on themselves to the exclusion of others

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50
Q

personal fable

A

teen’s belief that they are so unique that no one else can understand their thoughts, beliefs, experiences

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51
Q

invincibility fable

A

belief that one is immune to common dangers and threats

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52
Q

imaginary audience

A

teen’s belief that they are the focus of everyone else’s attention and concern

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53
Q

brain areas involved in risk taking

A
  • limbic system: processes emotional stimuli and matures at puberty (ventral striatum)
  • prefrontal cortex: decision making and impulse control , doesn’t mature until 25
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54
Q

what gap explains why teens engage in risk taking

A

tension b/w prefrontal cortex and ventral striatum

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55
Q

albert, chein, steinberg study with risk taking in teens

A

more risky when teens are with peers (stronger for boys)

for adults and young adults, doesn’t matter if with peers

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56
Q

adolescents: impulsivity with age

A

become less impulsive with age, but still enjoy the thrill of a new sensation

57
Q

identity vs role confusion

A

identity: defining who you are and what you value

role confusion: lack of clear definition of self

58
Q

identity status interview measured what

A

degree of commitment

degree of exploration or crisis

59
Q

4 identity statuses

A
  • identity achievement
  • moratorium
  • foreclosure
  • role confusion
60
Q

identity achievement

A

high commitment, high exploration

61
Q

moratorium

A

low commitment, high exploration

-healthy path to identity achievement

62
Q

foreclosure

A

high commitment, low exploration

63
Q

role confusion

A

low commitment, low exploration

64
Q

four arenas of identity formation

A

religious, political, vocational, gender

65
Q

coherent sense of identity at around age…

A

18

66
Q

multidimensional model of racial identity: 3 factors

A
  • racial centrality: how important race is in defining your identity
  • private regard: how you feel about being a member of your race
  • public regard: how you think others view your race
67
Q

chavous et al: 4 MMRI clusters

A
  • buffering/defensive
  • low connectedness/high affinity
  • idealized
  • alienated
68
Q

alienated students most:

A

disengaged from school and most like to drop out

69
Q

buffering/defensive students least likely to:

A

drop out, most likely to get through college

70
Q

buffering/defensive students are high and low on what

A
  • high on centrality
  • low on public regard
  • have strong sense of ethnic pride (protective) w/ realistic expectations for discrimination
71
Q

most teens and parents report

A

close harmonious relations with little conflict

72
Q

of the teens and parents who do report problems…

A

most were conflicted before adolescence

73
Q

relationship b/w teens and parents: most teens….

A
  • feel close to parents
  • respect parents’ judgement
  • feel loved
74
Q

teens and family: as teens get older…

A

they spend less and less time with their entire family

75
Q

parent-child conflict peaks during

A

tween years (13/14 for boys, 11/12 for girls), then declines in late adolescence

76
Q

parent-child conflict is greatest between

A

mothers and daughters

77
Q

parent child conflict usually involves:

A

bickering (repeated petty arguments) about clothes, schoolwork, chores, cleanliness

78
Q

What do parents and teens fight about

A

mundane issues, not big ones

-conflict stems for different perspectives

79
Q

dimensions of parent adolescent closeness

A
  • communication
  • support
  • connectedness
  • control (vs monitoring)
80
Q

parents, genes, and risks study

A
  • parenting intervention vs comparison group
  • no differences in risky behaviors at age 14
  • age 16, intervention had major impoact on those w/ short allele of gene
81
Q

best predictor of health in adolescence is

A

the quality of the parent child relationship

82
Q

cliques vs crowds

A
  • cliques: small group of good friends

- crowds: larger, loosely organized group based on reputation (jocks, nerds, etc.)

83
Q

cliques and crowds functions

A

cliques: social skills and intimacy
crowds: identity and self concept

84
Q

selection vs facilitation

A
  • selection: birds of a feather flock together

- facilitation: peer influence stronger for day to day preferences

85
Q

selection and facilitation equal when it comes to

A

drug use

86
Q

significance of crowds and peer pressure peaks in

A

early high school

declines by 12th grade

87
Q

risk factors for delinquency in adolescence

A
  • difficult temperament
  • low IQ and academic failure
  • rejection and antisocial peers
  • family and neighborhood
88
Q

life-course-persistent offender

A
  • early starter
  • antisocial behavior begins in childhood and continues on
  • at high risk for becoming chronic offenders
89
Q

adolescent-limited offender

A
  • late starters
  • antisocial behavior begins and puberty and ends in late adolescence (21)
  • conduct problems stem from peer contact
90
Q

developmental progression of antisocial behavior

A
  • early childhood: home as training ground
  • middle childhood: dual failure (academic and peers)
  • adolescent: involvement w/ deviant peers
91
Q

prevalence of drug use ___ from age ___ then declines after ___

A

increases from ages 10-25

declines after age 25

92
Q

drug use: teens vs adults

A

teens are more likely to become addicted than adults

93
Q

what affects drug use?

A

perception of risk

NOT availability of drugs

94
Q

emerging adulthood ages

A

18-25

95
Q

key tasks of emerging adulthood

A
  • leaving home
  • completing education
  • economic independence
  • long term relationship
  • start family
96
Q

early 20s is prime of life w/ what physiological developments:

A
  • strength
  • endurance
  • sensory acuteness
  • immune system responsiveness
97
Q

senescence

A

process of genetically influenced biological aging that is universal in humans

98
Q

decline (aging) is…

A

gradual asynchronous

-different parts of body age faster than others

99
Q

organ reserve

A

extra capacity of young adults’ organs to allow the body to cope w/ stress or physiological extremes

100
Q

allostasis

A

a dynamic body adjustment that gradually affects overall physiology over time

101
Q

allostatic load

A

stresses of basic body systems that burden overall functioning

102
Q

diathesis stress model

A

mental disorders result from the interaction of genetic vulnerability (diathesis) and stressful environment

103
Q

who is most at risk for mental illness

A

NEET

Not in Education, Employment, or Training

104
Q

edgework

A

refers to occupations or recreational activities that involve a degree of risk or danger
ex: drug abuse and addiction

105
Q

substance use disorder (SUD)

A

drug use that impairs a person’s biological or psychological well being

106
Q

drug addiction

A

drug dependence in which the absence of drug causes intense cravings to ingest more

107
Q

who has highest rates of drug use and abuse

A

emerging adults

substance abuse peaks from age 18-25

108
Q

delay discounting

A

underestimate consequences in the future

109
Q

social norms approach

A

capitalizes on young people’s tendency to follow the norm (ex: drinking bc others are drinking)

110
Q

Changes in the structure of thought in early adulthood

A
  • postformal thought:
  • thinking more practical, flexible
  • can combine subjective and objective thought
111
Q

subjective vs objective thought

A
  • subjective: personal experiences and individual perceptions
  • objective: abstract, impersonal thought
112
Q

Labouvie-Vief’s theory

A

Early adulthood: individuals move from hypothetical to pragmatic thought—an advance in which logic is a tool for solving real world problems

113
Q

cognitive affective complexity

A

ability to integrate objective and subjective feelings in an organized structure
-increases from adolescence to middle adulthood

114
Q

cognitive affective complexity peaks in..

A

mid life

115
Q

stereotype threat study

A

3 groups: no intervention, multiple intelligence, effort not innate ability
-effort group changed their views about intelligence, reduced stereotype threat

116
Q

best predictor of who goes to college and graduates is:

A

family income (SES)

117
Q

perry’s theory: epistemic cognition

A

reflections on how we arrived at facts, beliefs, ideas improve with each year of college

118
Q

3 factors of perry’s theory

A

dualistic thinking, relativistic thinking, postformal thought

119
Q

dualistic thinking

A

dividing information, values, and authority into right and wrong

120
Q

relativistic thinking

A

viewing all knowledge as embedded in a framework of thought

121
Q

postformal thought

A

cognitive development beyond Piaget’s formal operational stage.

122
Q

college in the 21st century study: Arum and Roksa

A

US college students:

  • found less growth in critical thinking, analysis, and communication over 4 years than in previous decades
  • liberal arts majors showed most gains
123
Q

intimacy vs isolation

A
  • intimacy: making permanent commitment to an intimate partner (secure identity comes first)
  • isolation: loneliness, self absorption
124
Q

secure identity associated w/ what

A

higher levels of love and faithfulness

125
Q

happiness bump

A

adults report happiest memories during mid-20s

126
Q

returning home after initial leaving depends on what

A

how prepared they are for independence and their relationship with parent (secure or not)

127
Q

friendship: 4 gateways to attraction

A
  • physical attractiveness
  • apparent availability
  • frequent exposure
  • absence of exclusion criteria
128
Q

gender differences in nature of friendship

A

men: shared activities and practical advice
women: intimacy and sympathy

129
Q

men and women friends: bleske rechek study

A

men overestimated attraction felt by female friends, women underestimated men

130
Q

sternberg’s triangular theory of love

A
  • intimacy: emotional component
  • passion: sexual/romantic
  • commitment: cognitive
131
Q

sternberg: how to love evolve

A

Passionate love is strong at the start of a relationship & gradually fades while intimacy and commitment (companionate love) grow

132
Q

hookups are ___ today; bc of what?

A

more common, due to adult’s use of social network and dating apps

133
Q

sex recession caused by what

A
  1. sex for one
  2. hookup culture and helicopter parents
  3. tinder mirage
  4. bad sex
  5. inhibition
134
Q

secure attachment, romantic relationships

A
  • comfortable w/ intimacy
  • not afraid of abandonment
  • trust, happiness, friendship in relationship
135
Q

avoidant attachment, romantic relationships

A
  • independence, mistrust, and anxiety about closeness

- jealousy, emotional distance, little physical pleasure in relationship

136
Q

resistant attachment, romantic relationships

A
  • seek quick love

- jealous, desperation, emotional highs and lows in relationship

137
Q

cohabitation

A
  • has increased since 1960

- doesn’t prevent divorce

138
Q

what is more likely to happen in cohabitation relationships

A

unstable/churning relationships: keep breaking up and getting back together

Psych 250 (3 decks)

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