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adolescent development > final > Flashcards

final Flashcards

1
Q

developmental pattern for young kids

A

behaviorist
- physical characteristics
- behavior
- possessions

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2
Q

developmental pattern for middle childhood

A

personality
- psychological self
- comparative

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3
Q

developmental pattern for adolescence

A

contextualist
- less concrete and more abstract
- more categories and traits
- contextualized
- includes ideal conceptions

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4
Q

how does self conception change during adolescence

A

self conceptions become more differentiated

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5
Q

global characterizations change into what during adolescence

A

realization that personality is expressed in diff ways in diff situations

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6
Q

2nd way that self conception changes during adolescence

A

adolescents also differentiate self-descriptions based on who is doing the describing

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7
Q

ex of differentiating self conception based on who is doing the describing

A

i am quiet vs adults think I am quiet but around my friends I like to party

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8
Q

Shift towards increased differentiation comes with better ___________ and ______________?

A

organization and integration

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9
Q

whereas in middle school when lists of traits that are contradictory become___________ in high school?

A

discrepant traits are organized into greater complexity

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10
Q

what is the orthogenetic principle and who wrote it?

A

when development occurs, it proceeds from a state of globality and lack of differentiation to a state of differentiation, articulation, and hierarchal integration; written by heinz werner

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11
Q

two main attributes of the orthogenetic principle and the self

A

differentiation and integration

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12
Q

what are some things that occur during differentiation

A
  • create self-evaluations that differ across domains
  • real versus ideal self-representations
  • sort out discrepancies among self-representations
  • multiple selves responsive to different contexts
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13
Q

what are some things that occur during integration

A
  • create higher-order generalizations about the self
  • develop global self-esteem
  • coordinate disparate and contradictory self-attributes
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14
Q

what does increased abstraction and psychological complexity of self-conceptions lead to?

A

it can result in several difficulties during middle adolescence

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15
Q

what is one difficulty of self-concept during middle adolescence

A

they recognize but are unable to reconcile inconsistencies and contradictions in self portrait

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16
Q

when is the inconsistencies in contradictions of self concept most common

A

7th to 9th grade

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17
Q

what is one theory as to why complexity of self-concept is an advantage

A

a more complicated view of self may help cope with faults and weaknesses

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18
Q

teens who have more complex self-conceptions are less likely to be ?

A

depressed

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19
Q

initial stress during complexity process of self concept is caused by what

A

recognizing that the personality is multi-faceted and even contradictory

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20
Q

what is false self behavior

A

a skill developed by teens where they are able to distinguish between the true and false selves

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21
Q

when is false self behavior most prevalent during adolescence

A

teens are most likely to use this behavior when in a romantic situation or with people they are not close to

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22
Q

when is false self behavior less common, in what situations

A

not used as much with parents or close friends, more likely to use with parents than close friends though

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23
Q

what is one benefit of using false self behavior

A

this helps teens experiment with roles, postures, and identities

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24
Q

teens who report less emotional support from friends and family, have low SE and more symptoms of depression are more likely to ?

A

report more false-self behavior

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25
Q

teens who have less emotional support, low SE, or more symptoms of depression report what reason for engaging in more false self behavior

A

they use this behavior because they dislike their true self instead of a norm teen who does it for strategic reasons or for role experimentation

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26
Q

3 reasons for self image fluctuation

A
  • adolescent egocentrism
  • inexperience at impression management
  • resolving contradictory messages
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27
Q

how does teen egocentrism result in self image fluctuation

A

shifting constructions of imaginary audiences

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28
Q

how does inexperience at “impression management” effect self image

A
  • teens learn that people play games and interactions are not as straightforward
  • it is harder to tell what people are thinking on the basis of how they act or what they say
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29
Q

how do resolving contradictory messages effect self image fluctuation

A

up until this pt kids relied on parents thoughts about them, but as teens they start to listen to more peer opinions which may differ from what parents think

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30
Q

what are the 2 determinants of self worth

A
  • cognitive determinants
  • social determinants
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31
Q

what are cognitive determinants of self worth

A
  • depend on domains of importance
  • SE=successes/pretentions
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32
Q

what are social determinants of self worth

A
  • depends on approval from significant others
  • increase social approval support
  • internalize positive opinion of others
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33
Q

what are the three aspects of self image

A
  • self esteem
  • self consciousness
  • self image stability
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34
Q

what is self-esteem (SE)

A

how positively or negatively they feel about themselves

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35
Q

what is self consciousness

A

how much they worry about their self image

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36
Q

self image stability

A

how much they feel that their self image changes from day to day

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37
Q

what are the three aspects of self image like during early adolesence

A

from 12 to 14 yo, kids have lower SE, more self conscious, and have unstable self images

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38
Q

when does most of the fluctuation of self image occur

A

when transitioning to adolescence

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39
Q

there are greater differences of self images bw what stages

A

greater diff bw pre- and early-adolescence than early and older adolescence

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40
Q

what are sex differences in SE

A
  • early adolescent girls are more vulnerable to self image disturbance
  • girls have lower SE, more self conscious
  • girls are more likely to say negative things about themselves
  • they feel insecure about their abilities
  • worry more about whether people like them
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41
Q

how does school type impact girl SE

A

girls in single sex schools have higher SE than girls in co-ed

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41
Q

what ethnicity does not have much of a sex diff in self image

A

not as common in Black teens
- girls do not feel as negative about their appearance
- they have higher SE and show less decline in SE

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41
Q

what ethnicity are sex differences of self image more pronounced

A

white teens, but similar pattern in latino teens

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41
Q

why do girls have greater SE problems in adolescence

A
  • significance of physical appearance and peer acceptance in determining SE
  • girls are more concerned about physical attractiveness, dating, and peer acceptance
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42
Q

how does sex diff for teens w/ SE differ around the world

A

in general, sex diff favor males around the world, but the gap is wider in wealthy, developed nations bc more affluent societies place greater emphasis on physical appearance

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43
Q

rate ethnic diff of SE for teens (i hate this question too)

A

Black>WHite>Latinos>Native Americans>Asians

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44
Q

ethnic diff in patterns of change in SE

A
  • black and biracial students have high SE in early teens that remain high
  • latinos have lower SE in early teens but catch up to black peers by end of HS
  • asian students begin with low SE and it remains low over time
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45
Q

how does ethnic diversity around a teen impact teen Self image

A
  • students who go to school where their ethnic or SES group is in minority are more likely to have self image problems (vs kids in the majority)
  • black teens have higher opinions of themselves when they go to black majority schools
  • same goes for jewish students
  • there is more maladjustment for latino youth when there is low amt of latinos in community
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46
Q

influences of SE

A
  • correlates of SE are similar across ethnic groups
  • SE enhanced by loving, supportive parents, and acceptance by peers
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47
Q

what is correlation of influences on SE

A

it is not clear if SE is influenced by love, support and acceptance or if these SE influences these

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48
Q

teens who derive SE more from peers or are too wrapped in need for peer approval

A

show more behavioral problems and poorer school achievement

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49
Q

What are the consequences of high or low self-esteem

A
  • there is very little evidence that self-esteem contributes to school success
  • high self-esteem does contribute to well-being while low self-esteem is associated with mental health problems
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50
Q

What are some mental health problems associated with low self-esteem

A
  • low SE likely leads to depression rather than result from it
  • low self-esteem teens are less likely to seek out positive feedback and social support
  • can conclude that other teens don’t like them
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51
Q

what is the complication between linking self-esteem with behavioral problems

A

involvement with delinquent peers can lead to increase in SE
- high SE teens are also more likely to use alcohol bc alcohol is more common among popular kids

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52
Q

what is the self perception profile for adolescents?

A

scholastic competence
athletic competence
social competence
physical competence
behavioral competence
close friendships
romantic appeal
job competence
Global self worth

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53
Q

what is not the sum or average across domains of self perception

A

global self worth is not the sum or average across all domains bc self worth is determined by imp placed on the diff domains mentioned prev

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54
Q

who is erik erikson and what did he do

A

he studied identity of adolescence and how it changes

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55
Q

identity as…

A
  • developmental outcome
  • with developmental implications
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56
Q

identity as developmental outcome

A

resolving identity work of adolescents hinges on previous psychosocial development

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57
Q

identity as with developmental implications

A

how later challenges are resolved hinges on?

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58
Q

what are erikson’s psychosocial stages (8 total, what virtue is acquired, age, and conflict)

A
  • hope: infancy (0-1 yo): basic trust vs mistrust
  • will: early childhood (1-3yo): autonomy vs shame
  • purpose: play age (3-6 yo): initiative vs guilt
  • competence: school age (6-12 yo): industry vs inferiority
  • fidelity: adolescence (12-19 yo): identity vs confusion
  • love: early adulthood (20-25 yo): intimacy vs isolation
  • care: adulthood (26-64 yo): generativity vs stagnation
  • wisdom: old age (65 to death): integrity vs despair
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59
Q

what stage do we focus on in class

A

we focus on fidelity and love stage

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60
Q

erikson’s epigenetic stage theory

A

he theorized that by not completing the prev stage it can cause problems in the current or future stage
ex: not resolving sexual polarization during adolescence can lead to problems of intimacy and isolation during early adulthood

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61
Q

what are the two claims of identity as developmental achievement

A
  • self identity is a social concept
  • self completion requires the participation of others
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62
Q

trust vs mistrust stage

A
  • temporal perspective v time confusion
  • unthinkable anxiety and time
  • self recognition the infant identity theme
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63
Q

what are the basic claims about identity foundational to

A

foundational to Christian convictions about the Trinitarian God

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64
Q

example of autonomy v shame and doubt

A

toddler stage
- shame in public self and doubt about how one is to be received aka self consciousnes

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65
Q

example of initiative vs guilt stage

A
  • early adulthood stage
  • doubt right to intrude upon world … role inhibition (or self-defeating roles)
  • if certain intiatives are discouraged, especially at young age when kids are curious, they begin to feel doubt or guilt
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66
Q

example of industry v inferiority stage

A

school age stage
- discourage attempt to excel or produce can lead to work paralysis
- becoming a school worker can make work a misery which will continue for the rest of their lives or lead them to just give up
- they are not motivated to produce or excel

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67
Q

problems with erikson stage theory

A

it may have applied during his time but it is diff nowadays
- less likely for teens to have identity figured out before taking on issues of intimacy
- he believes pp come together to form an intimacy w/ another you forming a 3rd thing, a coupleship, that you commit to hand have a strong sense of identity with
- but if you don’t have strong sense of identity before starting intimacy your relationship can smother you and instead you become your relationship
- teens nowadays have to wrestle with intimacy and identity issues at the same time

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68
Q

other ways, besides as a developmental outcome, to look at identity

A

Adaptive accomplishment
Structure
- A sense of identity provides a structure to your environment, you feel grounded, identity is an anchor by which you can confidently enter the world outside adolescence
Subjective or experiential aspect
- It feels like you have something, continuity bw how you have come to understand yourself and how others understand you. Is continuity about the things you are good at and your role structure in society? Is there a place for you? The sense of being at home in one’s own body
Psychosocial reciprocity
- we do not get identity by ourselves, it is not just knowing yourself really well
You get an identity when you identify w/ something, a purpose, vocation, etc and are identified by your choice and can be identified by others (your community) based on those choices
If choice doesn’t make sense in your community, then you need to find another
Existential Stance
- basic life commitments and fidelity, what are you committed or faithful to. What do you stand for?

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69
Q

Identity is an answer to what question and what does it depend on

A

who am I
requires new unity bw past and future expectations
give rise to sense of sameness and continuity
requires realistically appraising self and past
considers one’s cultural expectations while questioning its validity
leading to flexible but durable commitments
and productive integration into society

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70
Q

4 types of identity statuses as identified by marcia

A
  • achieved
  • moratorium
  • foreclosed
  • diffused
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71
Q

explain the 4 identity status paradigm

A
  • achieved identity status is when you have successfully explored and committed to an identity
  • moratorium is when you are in the process of exploring an identity but have not yet committed to one
  • foreclosed is when you did not explore identity but have already committed to one either based on parental pressure or other constraints that forced you to take up an identity before exploring
  • diffused is when you have neither explored or committed to an identity
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72
Q

2 types of identity exploration

A

in breadth and in depth

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73
Q

2 parts of commitment during identity

A

in the making and identity with commitment

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74
Q

what does the art of personality development involve

A

The expression and refinement of a uniquely personal and recognizable style of emotional performance

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75
Q

who spoke about the narrative self

A

dan mcadams on self as actor, agent and author

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76
Q

according to dan mcadams what is personality

A

personality is a characteristic variation on the evolved General design for Human Nature
it is an artful experiment
- the creation and expression of personality is a creative performance in the social arena

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77
Q

what is the distinctive and recognizable brand

A

There is artistry in how variations on the evolved design is expressed in individual lives

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78
Q

what is artistic expression in the paradigm of self discovery

A

young people come to believe that one must discover an original way of being a person

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79
Q

artistic expression in self discovery involves

A

-discover a mode of expression that exhibits truth above the self
- truth must seem unique created afresh and singular

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80
Q

what is a kind of artistic expression

A

the framing of a personal self , the carving out of a personal identity is a kind of artistic expression

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81
Q

self discovery and artistic creation are not

A

they are not 2 kinds of creative acts

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82
Q

what is a favored method of self discovery

A

creative self expression, artistic exhibitionism

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83
Q

the self as an artist

A

this is why we make heroes of artists such as rappers, poets, bands, etc
it is why we take up these hobbies in order to help express ourselves through rapping, poetry, forming bands and writing songs

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84
Q

personality thickens across life course

A

self is progressively enveloped by overlapping layers of psychological artistry

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85
Q

2 overlapping layers of self

A
  • self as actor
  • self as agent
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86
Q

self as actor

A
  • temperament as performance of emotion, canalizes into traits
  • traits dispose child to perform emotions and actions and characteristic ways
  • calibrates performance to requirements of audience
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87
Q

self as agent

A
  • “actor” takes ownership of experience infuses it with intention and purpose aligns with future goals
  • social actor becomes motivated agent animated by projects ideas and values
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88
Q

self as agent in teen yrs

A
  • motivation of social agent moves in direction of constructing life stories
  • we will write the script as well as perform it
  • self-development takes an authorial turn by Young adulthood
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89
Q

identity creating narratives replete with

A

chapters, plots, settings, characters, dramatic arc— narratives subject to continous updating and revision

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90
Q

order of author agent and actor

A

self as author>self as agent> self as actor

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91
Q

self as author

A

life stories are layered over

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92
Q

self as agent

A

salient goals and values, which are layered over

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93
Q

self as actor

A

dispositional traits

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94
Q

3 parts to developing autonomy

A
  • emotional
  • behavioral
  • cognitive
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95
Q

emotional autonomy involves

A

individuation

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96
Q

behavioral autonomy involves

A
  • changes in decision making
  • legal decision making
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97
Q

cognitive autonomy involves

A
  • moral development
  • political thinking
  • religious beliefs
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98
Q

what is individuation

A

process by which one becomes differentiated from a past or present relation context

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99
Q

what are the 2 levels of individuation from parents

A
  • reality parents
  • introjected parents
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100
Q

individuation from reality parents involves

A

agency
- independence and autonomy without isolation or alienation
communion
- connection, relationships, attachment without enmeshment

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101
Q

how do families differ in tolerance for individuation

A

there is individuation and differentiation and some families are poorly differentiated so they are so enmeshed that any sign of individuation is resented and seen as betrayal to the family

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102
Q

what is the difference bw individuation and differentiation

A

individuation is an individual level variable while differentiation is a family system variable

103
Q

what are some indicators of individuation

A
  • Notice parents flaws
  • depend on parents less to fix things
  • realize there are things about the self that parents are unaware of
  • drop in the number of friends whom parents knows
  • willingness to express negative emotions in front of parents is lower in early adolescence
  • less likely to say they have same opinions as parents
  • more willing to draw domain boundaries around parents’ authority
104
Q

what does emotional autonomy require

A

individuation (aka agency) and emotional closeness (aka communion)

105
Q

agency and communion balance is known as

A

autonomy-relatedness

106
Q

what kinds of interactions facilitate healthy teen development

A

enabling vs constraining

107
Q

what are some examples of enabling interactions

A
  • accept adolescent and help state his or her ideas
  • scaffold teens ideas by questions, explanations
  • toleration of differences
108
Q

what are some examples of constraining interactions

A
  • difficulty accepting teens individuality
    -devalue or denigrate independent thinking
  • cut off disagreement
  • lower tolerance of differences
109
Q

teens whose parents more often enable lead to

A

more individuated, better identity, and psychosocial competence

110
Q

teens whose parents more often constrain lead to

A

report more anxiety, more depressive symptoms, more hostile and angry as YA

111
Q

healthy individuation fostered by close family relationships means autonomous teens…

A
  • report being close to parents
  • enjoy doing things with them
  • few conflicts, seek their advice
  • want to be like them
112
Q

what are strained relationships with parents associated with

A

lack of autonomy

113
Q

close relationships bw parents and teen help foster

A

healthy individuation and postive mental health

114
Q

term for when family relationships are too close or controlling

A

psychological control or intrusiveness

115
Q

what are the 3 components of effective parenting

A
  • connection
  • respect of individuality
  • regulation
116
Q

what is respect for individuality

A

acknowledging and respecting a child’s independent self by avoiding behaviors that intrude, exploit, or manipulate it

Not intrude by invalidating feelings constraining verbal expression love withdrawal or guilt induction

117
Q

what does it look like when a parent does not respect individuality

A
  • is always trying to change how I feel or how I think about things
  • changes the subject when I have something to say
  • often interrupts me
  • blames me for other family members problems
  • brings up past mistakes when he or she criticizes me
  • is less friendly with me if I do not see things his or her way
  • will avoid looking at me when I have disappointed him or her
  • if I have hurt his or her feelings, stops talking to me until I please him or her again
118
Q

what type of parents make it hard for teens to individuate

A

intrusive or over-protective

119
Q

what are some effects of having intrusive/over protective parents on teens who are trying to individuate

A

depression, anxiety, diminished social competence, and psychological distress

especially harmful for teens who are less competent to begin with

120
Q

teens who don’t feel good about themselves and have very intrusive parents are…

A

especially vulnerable to depression

121
Q

what is the second phase of separation-individuation

A
  • disengagement from internalized images of parents as omnipotent authorities
  • self-other differentiation
122
Q

self-other differentiation

A

Gradually restructures infantile representations of the parents as main sources of support and approval of self and instead begin to rely on their own internal resources and develop a stable and independent psychological structure of the self

123
Q

what is introjection

A
  • internalizing the ideas and voices of other people
  • absorbing their characteristics and attitudes
  • identifying so strongly w/ influential person that one cannot separate person from oneself
124
Q

what is a defense mechanism in normally healthy individuals

A
  • kids use introjection to cope with unavailable parents
  • parents set-up “intra-psychically” to hod on to the absent parent (which is reassuring)
125
Q

1st step in individuation

A

de-idealization

126
Q

what is de-idealization

A
  • the shedding of childhood images of parents before replacing them with mature ones
  • even high school students have difficulty seeing their parents as individuals ( as opposed to just seeing them as their parents)
127
Q

when do teens begin to see parents as people

A

not until YA, and may be even later for fathers bc this may develop earlier for mothers than fathers

128
Q

the process of individuation involves what 2
developmental stages

A
  • adolescence marks the second phase of separation-individuation
  • and it recapitulates the first phase in infancy
  • described by mahler
129
Q

the second phase of individuation is more difficult with what type of parents

A

introjected parents

130
Q

individuation during the second phase means

A

finding our individuated self, our own distinctive voice
a way of being not borrowed but authentically mine

131
Q

the first phase of separation-individuation at infancy

A

this is the psychological birth of the child

132
Q

what are the phases of separation individuation during infancy

A
  • symbiosis
  • differentiation
  • practicing
  • rapprochement (crisis)
  • consolidation
133
Q

explain the different phases of separation individuation in infancy

A
  • symbiosis: symbiotic orbit attunement
  • differentiation: hatching
  • practicing: narcissism, re-fueling
  • rapprochement (crisis): ambivalence over autonomy, involves tantrums, rage, sadness, opposition, ego splitting
  • consolidation: object constancy
134
Q

rapprochement stage

A
  • around 2 yo
  • this is when kid bumps into more frustrations and begins to throw tantrums and rage
  • to parent it may seem they are becoming more immature, it seems like a regression
  • kid regresses only bc they are about to take a giant leap in development
135
Q

what is ego splitting

A

a primitive defense mechanism that protects image of loving caretaker by splitting image to be of good mother vs bad mother
- the good mother is the mom at home while the bad mother is the caretaker such as a babysitter or teacher at daycare

136
Q

the symbiosis, differentiation, and practicing stage during 1st phase of separation-individuation is similar to what?

A

similar to the latency stage of 2nd phase which occurs during adolescence

137
Q

what are the phases of separation individuation in adolescence

A

latency and rapprochement

138
Q

latency phase

A
  • includes idealization: still have ideal view of caretaker
  • we-ness: there is still parents and me when thinking about doing things
  • skill development: still learning new skills
139
Q

rapprochement phase during adolescence

A
  • ambivalence over autonomy
  • regression in the service of the ego
    “you don’t understand me”
  • mourning reactions and narcissism
  • peer orientation as individuation strategy
140
Q

ambivalence over autonomy

A

young adolescence want to protect their autonomy and assert their independence by finding ways to irritate parents or disagree with them, or way of dressing, music listened to, etc

141
Q

regression in service of the ego

A

teens assert independence by being oppositional, defiant, etc but they also want to be loved

142
Q

mourning reactions and narcissism

A

Mourning rxns: Inner sadness, we lose someone imp to us, know what it means to grieve and mourn, but what is the teen mourning?
- teens mourn the loss of kid innocence, idols, childhood we-ness, and childhood security and now have to find a new way of being in the world
- one way teens cope with loss is by narcissistic displays
- SE tied to family, but as you psychologically separate from parents, you psychologically disengage meaning you lose a source of SE and as a defense mech, turn to narcissism until you can find your self image

143
Q

peer orientation as individuation strategy

A

peer groups become more imp during teen yrs and they spend more time with friends than fam
- peer orientation is another way of becoming independent from parents
- want status so they try to conform to peer groups and become more like the friends and like the same music clothes just have same likes and dislikes which means you become more like your peers and not like your parents
- By 10th and 11th grade, peer group confirmation becomes less constraining and not as important as middle adolescence which leads to teens further individuating themselves

144
Q

2 ways that infant individuation can go wrong

A
  1. lower order disturbances
  2. higher order disturbances
145
Q

lower order disturbances

A
  • uncertain of self-other boundaries
  • experience of merger with another
  • loss of existential self
146
Q

higher order disturbances

A
  • inability to tolerate a wellness
  • establish omnipotent control over others - deficits and object constancy (relationships are fleeting)
147
Q

symptom pattern observed by clinical pathology when individuation goes wrong

A
  • poor differentiation of self and other
  • splitting of self and other into good or bad (seen in rapprochement at infancy, but should not be seen during adolescence)
  • relationship disturbance (aloneness tolerance, coercion, object constancy)
148
Q

result of study with people with symptom pattern showing individuation went wrong

A

people who scored high in these patterns were more likely to be diagnosed w/ borderline personality disorders

149
Q

what did the 39 item pathstep study help predicted

A
  • robust predictor of insecure adult attachement
    (predicts poor college adjustment)
  • predicts pathological attachment
    (predicts avoidant and anxious adult attachment)
150
Q

the reduced 19 item pathstep was strong indicator of

A
  • depression, psychiatric symptoms
  • poor college adjustment
  • avoidant and anxious adult attachment
  • fearful and pre-occupied adult attachment
151
Q

what are the 3 types of validity from pathstep study

A
  • convergent validity
  • discriminant validity
  • concurrent validity
152
Q

convergent validity

A

positive correlation with Separation and individuation test of adolescence (SITA)
- separation anxiety
- dependency denial
- engulfment anxiety

153
Q

discriminant validity

A

negative correlation with SITA
- healthy separation

154
Q

concurrent validity

A

positive correlations with BSI and CAS

155
Q

behavioral autonomy involves what 5 things

A
  1. changes in decision making
  2. 2 improvements with age
  3. brain maturation explanation
  4. risk perception and role of experience
  5. dual process models
    - reprise of 1, 2, 3
156
Q

what cognitive changes occur in decision making during adolescence

A
  • now able to hold multiple views simultaneously allowing for comparison and weighing opinions
  • now able to hypothetical reason allowing for considering long term consequences of actions
  • now able to enhance role taking ability allowing for considering opinion of others while account for others’ perspective
157
Q

these cognitive changes in decision making result in

A

improved decision making skills and behavioral autonomy

158
Q

what are 2 improvement in decision making that occur improve with age

A
  1. teens more likely to consider both risks and benefits of decisions
  2. more likely to consider long term consequences of their choices
159
Q

what related development allows for teens to consider risk and benefits of decision

A

decline in extent to which decisions are influenced by immediate reward

160
Q

what related development allows for teens to consider long term consequences of their choices

A

improvement in ability to control impulses

161
Q

decline in extent to which decisions are influenced by immediate reward

A
  • Younger teens are more drawn to potential benefits of decision than potential costs
  • linked to activation of brain regions that are especially sensitive to reward
  • teens are also drawn to immediate reward
162
Q

what teen stages are willing to settle for less as long as they get it sooner

A

pre-teens and early teens

163
Q

at what stage are cost and benefits weighed equally

A

late adolescence

164
Q

what is risk perception

A

construct to explain risk behavior
- teens who perceive a lower probability of harmful consequences are more likely to initiate smoking
- causal pathway from low risk perception to high risk engagement

165
Q

teens who perceive a behavior a behavior as risky are

A

less likely to do it

166
Q

what two things influence risk perception

A

initial teen risk perception of behavior and experience
- a teen who perceives a behavior as risky is less likely to do it, but experience can modify risk perception
- young teens may initially adopt a high risk estimate for a dangerous behavior such as smoking but experiencing the risk behavior can cause teens to adjust their risk judgments to be lower

167
Q

what two observations motivate dual process models

A

1.development does not lead to end state of rational decision making, instead riddled with bias and heuristics
2. given few gains and logical reasoning after mid adolescence must look elsewhere to explain differences between teens and adults in real world decision making

168
Q

differences in risk behavior in dual process models

A

age differences in risk behavior result from developmental changes in the balance bw two modes of processing

169
Q

what are the 2 modes of processing

A
  1. intuitive and reactive (system 1)
  2. deliberate and reasoned (system 2)
170
Q

intuitive and reactive

A

preconscious, experiential system that supports quick, intuitive heuristic processing

171
Q

deliberate and reasoned

A
  • conscious, analytical system, logical computational processing
  • perhaps overemphasized in cognitive development focused on maturation of logical competence
172
Q

what is true about both systems used in dual process models

A
  • both systems mature
  • paradoxical mix of bias and logic
173
Q

dual process models account for paradoxical age related findings

A
  1. statistical reasoning, covariation judgements, and conditional reasoning
    - some study found older teens show growth in system 2 logically but that same result is not seen outside of the lab
  2. representativeness heuristic
    - some biases/heuristics are engaged more frequently w/ age
    - ex: is the perky outgoing girl a cheerleader or in band?
174
Q

but teens show gains in ______________________ on parallel problems that do not involve ________________________

A

use of base-rates info; social content

175
Q

what 2 modes of processing influence risk relevant decision making

A
  1. reasoned pathway
  2. social reaction pathway
176
Q

reasoned pathway

A

conscious, deliberative evaluation of cost and benefits of choice alternatives compatible with rational decision making
- similar to system 2

177
Q

social reaction pathway

A

experiential processing guided by social stereotypes and behavioral willingness to take risks if given opportunity

178
Q

unintended risk behavior is mediated by what pathway

A

teens engage in unintended risk behavior via social reaction pathway

179
Q

prototype willingness model

A

many teens do not intend (behavioral intention) to engage in risky behavior, but find themselves in situations where the opportunity arises

180
Q

2 questions encompass the prototype willingness model

A

what are you willing (system 1) to do versus what do you plan (system 2) to do

181
Q

willingness is driven by 3 social factors

A
  1. perception that important others engage in the behavior and would not disapprove
  2. positive attitudes to the behavior is associated with behavioral intention, but behavioral willingness tied to risk perception
  3. having engaged in the behavior in the past associated with more positive attitudes and greater behavioral intention
182
Q

what is the theory of reasoned action

A

the 3 social factors that drive willingness

183
Q

what is the prototype willingness model

A

the social image or prototype that the adolescent associates with the behavior

184
Q

what influences prototype willingness model (5 things)

A
  • perception of the type of person who does it
  • teens preoccupied with social image and identities, their own and others
  • may be more true for images associated with risk behavior (ex: smoking)
  • the more favorable the prototype or image of the smoker, the greater behavioral intent to smoke
  • influence of image mediated by behavioral willingness
185
Q

the influence of image on risk behavior (such as smoking) is mediated by what

A

behavioral willingness

186
Q

the prototype willingness model is a better predictor (vs BI) of

A

adolescent engagement in diverse risk behaviors

187
Q

developmental improvement of PW model

A

power of BI to predict risk behavior grows, surpassing BW, as teens approach adulthood

188
Q

legal decision making of teens

A

teens (vs adults) are:
- less likely to think about long-term implications of their decisions
- more likely to focus on immediate consequences
- less able to understand the way other people’s position might bias their own interests

189
Q

ex of legal decision making of teens

A

teens are more likely to say they would confess rather than remain silent bc they think “if i tell the police they will let me go home” instead of considering “if I confess, they could use this against me in court”

190
Q

mature decision making is a product of

A

cognitive abilities and psychosocial factors

191
Q

cognitive abilities seen in mature decision making

A

thinking logically, maturation complete at 16 yo, able to make own health care decisions without parental consent

192
Q

psychosocial factors in mature decision making

A

improvements in planning ahead and impulse control so that teens think like adults but still behave immaturely

193
Q

steinberg argues what about mature decision making in courts

A

He says we should resist trying juveniles as adults, on the basis of them still having immature judgement

194
Q

Kohlberg’s stage theory

A

justice as fairness, Piagetian stage assumptions, and focused on ethical relativism
- he argues we go through stages in particular sequence with no regression

195
Q

3 levels of kohlberg stage theory

A
  1. pre conventional
  2. conventional
  3. post conventional
196
Q

pre conventional level

A

stage 1 and 2
- exchange of favors, good, blows to meet selfish, concrete, individualistic goals, apart from norms of larger group

197
Q

conventional level

A

stages 3 and 4
- aware of group expectations
- self identities w/ conventions of relationships (3) and society (4)

198
Q

post conventional level

A

stages 5 and 6
- identifies with moral principles
- law/conventions must be staked to moral considerations

199
Q

what are the 6 stages

A
  1. egocentric point of view
  2. concrete-individualistic
  3. social relational perspective
  4. member of society perspective
  5. prior to society perspective
  6. rational moral perspective
200
Q

pre-conventional stages

A

crude reciprocity using eye for eye methodology, instrumental hedonism, using others as a means to an end

201
Q

conventional stages

A

Stage 3:
- self interest subordinated to interests of shared relationship
- ideal reciprocity
- exchange of shared feelings/agreements in service of mutual interests
- being a good role occupant
Stage 4:
- uphold social system
- reciprocity bw self and society of citizen strangers
- laws as primary
- moral behavioral upholds societal institutions

202
Q

Post conventional stages

A

Stage 5:
- law creating perspective
- equality and liberty
- social contract
- morality vs legality
Stage 6:
- do judgments conform to rational moral principles?
- prescriptive moral duty
- moral judgements have a universalizable intent
- procedural checks on validity of reasoning

203
Q

what are the 3 types of checks on validity of moral judgement

A
  1. reversibility check
    - can your moral judgement be reversed, is it fair from other’s perspective?
  2. universalizability check
    - can your judgement be universalized, would it be right if everyone did X?
  3. principled
    - does it conform to rational moral principles, categorical imperative
204
Q

what is the categorical imperative

A

developed by immanual kant, it is the framework for which you should or should not do things based on its ability to become a universal law

205
Q

what are the 4 developments in moral psychology

A
  1. gender and moral judgement
  2. domain theory
  3. social intuitionist theory
  4. moral self-identity
206
Q

2 main claims of gender and moral development

A
  1. social relational perspective is nota lower stage of moral judgement
  2. rejects a mode of reasoning that strips us of particularities to reach “objective” decision
207
Q

gender and moral development reflects

A

a diff set of moral priorities, one oriented toward relational care, more typical of women’s voices (stage 3 of kohlberg’s stages)

208
Q

domain theory

A

stage 3 and 4, conventional domain of social reasoning
- idea that there are separate domains that make up moral development, not a series of stages, that make organizations work better and can be changed by consensus

209
Q

what are the 3 domains in domain theory

A
  1. moral
    - harm and fairness
  2. conventional
    - social organizations
  3. personal domain
    - judgements that apply only to self
210
Q

Social Intuitionist Model

A

intuitions enter moral deliberation prior to judgement and reasoning
- idea that gut intuition is what drives our moral judgement

211
Q

intuitions are

A

the sudden appearance of moral judgement w/o conscious awareness of deliberation
aka gut level intuition

212
Q

intuitions generate moral judgements automatically leading to…

A

moral reasoning as post hoc rationalization for judgements already made

213
Q

how can autonomic intuitive moral judgements be fixed

A

use system 2 to override, but this is rare

214
Q

The atomaticity of SIM…

A
  • is front loaded prior to judgement and reason
  • generated by intuitions constitutive of human nature
  • prior to experience
  • prior to enculturation and learning
215
Q

5 sets of intuitions

A
  1. loyalty/betrayal
  2. authority/subversion
  3. purity/degradation
  4. care/harm
  5. fairness/cheating
216
Q

what is the moral foundations theory

A

evolved moral grammar
- intuitions that function like morality acquisition device
- calibrated to local cultures
- learning morality is a lot like learning to speak

217
Q

when does morality emerge

A

emerge from child in accord w/ maturational schedule

218
Q

moral stage theory 4 main aspects

A
  1. educational implications
  2. problems with stage assumptions
  3. domain theory objections
  4. the judgement action gap (moral self identity)
219
Q

moral identity emerges when one identifies with morality and is based on (5 things):

A
  • when morality is essential, imp, and central to self understanding
  • dimension of individual differences
  • motivates moral behavior
  • featured in models of moral character
220
Q

studies focused on the moral foundation theory examined

A

the binding moral foundations and derogation of out groups and found that loyalty, authority, and purity are the binding foundations while care and fairness are the individualizing foundations

221
Q

binding foundations of MFT

A

these are the group/collective group of morality

they limit autonomy for good of family, tribe, clan, and country

222
Q

high binding foundations predicts____________ and who does this apply to?

A

endorsement of torture, mostly for those who have low moral identity

223
Q

THe dark side of studies showed that

A

high binding foundation w/o moral identity resulted in lack of moral concern for outgroups

224
Q

relation bw binding foundation and harming outgroups aka torture is moderated by what

A

moral identity

225
Q

moral identity is robust predictor of

A

moral behavior

226
Q

we avoid self censure using what method

A

moral disengagement

227
Q

3 general strategies to avoid self censure

A
  1. reframe the moral event
  2. distort consequences
  3. blame the victim
228
Q

reform moral event strategy

A

reframe it so it doesn’t seem immoral
- moral justification
- palliative comparison
- euphemistic labeling
reprehensible conduct

229
Q

distort consequences strategy

A

minimizing, ignoring, or misconstruing the consequences

detrimental effects

230
Q

blame the victim strategy

A

dehumanization or attribution of blame

231
Q

what 2 things lead to displacement/diffusion of responsibility

A

reprehensible conduct and detrimental effects

232
Q

the displacement of conduct leads to

A

untether personal responsibility (disguise or hide agency)

233
Q

moral disengagement is significant predictor of

A

aggressive behavior, especially among bullies

234
Q

what type of bystander is less or more likely to use moral disengagement

A

bystander defender is less likely to use moral disengagement while pro bully bystander is more likely to morally disengage

235
Q

when does MD rise

A

from late childhood to early adolescence

236
Q

why is MD rising during late childhood and early adolescence

A
  • depends on friends’ MD
  • teens select friends who were similar in bullying (selection)
  • but become more similar over time (socialization)
  • this effect is strongest in youth w/ elevated MD
  • selection and socialization effects also evident in young teens who were defenders
237
Q

MD mediates what relationship

A

MD mediates relation bw deviant peer affiliation and bullying

238
Q

what moderates relationship bw MD and bullying

A

moral identity

239
Q

the link bw MD and bullying holds for those with…

A

low moral identity

240
Q

do nations have moral self identity

A

yes and no
- seen in motivation in humanitarian aid, moral action, justice, and liberty
- at the same time when engaging on a bad behavior as a country, we are prone to use moral disengagement strategies

241
Q

3 main ways that political thinking changes in adolescence

A
  1. becomes more abstract
  2. becomes less authoritarian/rigid
  3. ideology develops by late adolescence
242
Q

more abstract political thinking

A
  • political thinking shows better differentiation and use more situational or context to shape their views
243
Q

less rigid political thinking

A

older teens become more critical of authority, less trusting and acquiescent, sensitive to minority rights, individual freedom

244
Q

shift in political thinking is similar to shifts in what

A

moral reasoning

245
Q

political thinking in adolescence drives what?

A

individuation

246
Q

religious beliefs shift during adolescence

A

religious beliefs become more abstract, principled and independent during adolescence (just like moral and political beliefs)

247
Q

religious beliefs during teen yrs are more oriented towards________ and less towards _____________

A

oriented towards spirituality and less towards rituals, practices and strict observance of religious customs

248
Q

Religiosity vs Spirituality

A

religiosity: search for sacred via rituals, practices, institutional communities/churches

spirituality: personal search for sacred and transcendent outside formalities of institutions

249
Q

results of national survey of youth and religion

A
  • most teens do not believe the religion of the parents
  • moralistic therapeutic deism

uninvolved God: wants people to be good and provides comfort

250
Q

different outcomes of religious beliefs after adolescence

A
  • some teens in emerging adulthood left religion behind
  • others persisted in religious practices
  • others even more involved
  • others who left returned
  • deep meaning in spirituality
251
Q

religious context of institution matters

A

religious commitment may become stronger among students who attend college w/ religious orientation

252
Q

religiosity vs spirituality in identity and individuation

A
  • religiosity declines through emerging adulthood but spirituality increases
  • religiosity more important for identity
  • spirituality more important for individuation
  • religiosity is a collective identity while spirituality is a personal identity
  • movement from assigned to chosen religiosity may explain developmental trends and highlight individuation process
253
Q

3 conclusions of religious belief changes in emerging adults

A
  1. emerging adults’ beliefs are highly individualized
  2. childhood religious socialization has limited effects
  3. emerging adults are skeptical of religious institutions
254
Q

religious teens are…

A
  • less likely to be depressed, use drugs, engage in premarital sex, or to be delinquents
  • being religious deters problem behaviors and onset of sexual activity
  • religious involvement may also buffer effects of neighborhood disorganization and exposure to violence
255
Q

intimacy is

A
  • a life long concern
  • diff than sexuality
  • does not have physical connotation
256
Q

3 aspects of intimacy

A
  • caring: concern for others well being
  • daring: willing to self disclose sensitive topics
  • sharing: sharing of common interests and activities
257
Q

not having a close friend is indicative of

A

intimacy problems

258
Q

intimacy and diff factors related to adolescence

A
  • puberty and intimacy
  • cognitive changes and intimacy
  • social roles and intimacy
259
Q

puberty and intimacy

A
  • provokes interest in sexual relationships
  • new issues arise provoking intimate discussion
  • feelings about romantic partners

adolescent development (2 decks)

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