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Adolescent Development 2280 > Midterm > Flashcards

Midterm Flashcards

1
Q

What is adolescence?

A

A period of the life course between the time puberty begins and the time adult status us approached, when young people are in the process of preparing to take on the roles and responsibilities of adulthood in their culture

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2
Q

When was adolescence defined?

A

Late 19th century - early 20th century

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3
Q

Regarding education in Ancient Greece, Plato believed that during the infancy life stage (birth to age 7),

A

An infant’s mind was too underdeveloped to learn much

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4
Q

Plato believed that during the childhood life stage (7-14), education should

A

focus on sports and music

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5
Q

During the adolescent life stage (14-21), individuals have ____

A

the capacity for reason allowing them to study math and science

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6
Q

What did Saint Augustine believe about adolescence?

A

Believed that christianity is the key not only to eternal salvation but to the rule of reason over passion here on earth and within the individual

He wrote an autobiography, “Confessions” which described his reckless adolescence until his conversion to christianity

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7
Q

Describe the children’s crusade in 1212

A

Children from 13-15 crusaded from Germany to the Mediterranean coast where they believed the red sea would part for them as it did for Moses allowing them to walk over to the Holy Land, Jerusalem where they would appeal to the muslims to allow christian pilgrims to visit.

This crusade had already been attempted by military force and the children were raped, kidnapped and robbed when they arrived

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8
Q

Describe the life cycle service that occurred between 1500-1890

A

Life cycle service can be described as the period in which an adolescent between late teens and early 20s moves out of their home and into a “master’s” home where they help out with housework, cooking, agriculture etc.

It was typical in European and American households but began to disappear in the 18th and 19th century.

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9
Q

How did society regain social control over teens?

A

Created institutions such as YMCA, Religious groups etc. in order to keep teens busy and out of trouble

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10
Q

What changes occurred during 1890-1920 that benefited adolescent youth?

A
  • The term adolescence became widely used
  • Enactment of child labour laws
  • Emerging of adolescence as a field of scholarly study
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11
Q

Describe G. Stanley Hall’s Theory of Adolescence

A

Hall believed adolescence was inevitably a period of storm and stress and one would experience 3 difficulties during their adolescent youth:

  1. Conflict with parents
  2. Mood disruptions
  3. Risky behaviour
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12
Q

Although discredited, describe Recapitulation Theory

A

Development of each individual recapitulates or reenacts the evolutionary development of the human species as a whole

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13
Q

In 1900, the adolescence period was between the ages of _____ and was marked by______ and continued until about _____

A

14-24 years of age
First Menstruation
1970s

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14
Q

In 2014, the adolescence period was between the ages of ___ and was marked by _____

A

10-18 years of age

Completion of high school

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15
Q

Describe Emerging Adulthood and the characteristics that are involved

A
  • Between the ages of 18-25
  • More common in industrialized countries
  • Identity exploration
  • Instability
  • Self Focus
  • Feeling in between
  • Possibilities
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16
Q

In Israel, adulthood is achieved after

A

Completing military service

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17
Q

In Argentina, adulthood is achieved after

A

One is able to financially support a family

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18
Q

In India and China, adulthood is achieved after

A

One is able to support their parents financially

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19
Q

Describe Menarche

A

A girl’s first menstruation

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20
Q

Describe early adolescence

A

Between the ages of 10 - 14

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21
Q

Describe late adolescence

A

Between the ages of 15 - 18

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22
Q

Describe Individualism

A

Cultural beliefs system that emphasizes the desirability of independence, self-sufficiency and self expression

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23
Q

Describe Collectivism

A

A set of beliefs asserting that it is important for persons to mute their individual desires in order to contribute to the well being and success of the group

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24
Q

_____ is the web of commitments, attachments and obligations that exist in some human groups

A

Interdependence

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25
Q

Relate interdependence to marriage

A

When one leaves their nuclear family to join their partner’s family, they form interdependent relationships within their partner’s family and they continue to maintain the relationships in their own family ultimately connecting both parties.

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26
Q

Describe Validity

A

Refers to the truthfulness of a method

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27
Q

Describe Reliability

A

Refers to the consistency of the measurements

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28
Q

Describe monozygotic twins

A

Twins with exactly the same genotype. Also known as identical twins

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29
Q

Describe dizygotic twins

A

Twins with about half their genotype in common, the same as for other siblings. Also known as fraternal twins

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30
Q

Describe cross sectional research

A

Data is collected on a sample of people on a single occasion

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31
Q

Describe Patriarchal Authority

A

Cultural belief in the absolute authority of the father over the wife and children

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32
Q

Describe Filial Piety and where it is most common

A

Most common in Asian Societies

Children are obligated to respect, obey and revere their parents, especially their father

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33
Q

Describe Hindu Caste systems

A

Hindu belief that people are born into a particular caste based on their moral and spiritual conduct in their previous life. A person’s caste then determines their status in Indian Society

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34
Q

Describe Globalization

A

Increasing worldwide technological and economic integration, which is making different parts of the world increasingly connected and increasingly similar culturally

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35
Q

Describe Bicultural Identity

A

Having an identity that includes aspects of two different cultures

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36
Q

Describe Resilience

A

Overcoming adverse environmental circumstances to achieve healthy development

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37
Q

Which of the following is not a characteristic of Emerging adulthood?

  1. Identity Exploration
  2. Self Determination
  3. Feeling in between
  4. Instability
A
  1. Self determination

** Self Focus is the correct term

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38
Q

Define Puberty and the changes that occur in_____

A

Comes from the Latin word Pubescere which means to grow hairy

Physiology
Anatomy
Physical Functioning
Physical Appearance

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39
Q

Describe the Endocrine System and how hormones carry out it’s function

A

A network of glands in the body that uses hormones to coordinate their functioning in order to affect the function and development of the body

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40
Q

Hormones are _____

A

Chemicals released by the glands of the endocrine system that affect the development and functioning of the body including development during puberty

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41
Q

What part of the brain initiates puberty

A

Hypothalamus

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42
Q

Describe the hypothalamus

A

The master gland located in the lower part of the brain beneath the cortex that affects a wide range of physiological and psychological functioning and stimulates and regulates the production of hormones by other glands including the ones involved in the initiation of puberty

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43
Q

How does the Hypothalamus initiate puberty

A

It begins to increase the production of Gonadotropin-Releasing Hormone, releasing impulses at intervals of about 2 hours beginning in middle childhood or at least a year or two before the first bodily changes of puberty

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44
Q

Describe Gonadotropin-Releasing Hormone

A

A hormone released by the hypothalamus that causes gonadotropin’s to be released by the pituitary gland

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45
Q

Describe 1 explanation as to why the hypothalamus increases it’s production of GnRH to initiate puberty

A

The increase can occur once the body reaches a certain fat threshold. Fat cells produce a protein called Leptin that signals the hypothalamus to initiate puberty

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46
Q

Name the two Gonadotropins that are released during the initiation of puberty and their function

A
  1. Follicle Stimulating Hormone (FSH)
  2. Luteinizing Hormone (LH)

They stimulate the development of Gametes (Egg cells in ovaries and sperm in testes). Also influence the production of sex hormones

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47
Q

Name the two classes of sex hormones

A
  1. Estrogens

2. Androgens

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48
Q

Name the most important Estrogen in the pubertal development of girls

A

Estradiol

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49
Q

Name the most important Androgen in the pubertal development of boys

A

Testosterone

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50
Q

Describe the Feedback loop

A

System of hormones involving the hypothalamus, the pituitary gland and the gonads which monitors and adjusts the levels of sex hormones in the body

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51
Q

Describe the Set Point and what happens when it is reached

A

Optimal level of sex hormones in the body. When this point is reached, responses in the glands of the feedback loop cause the production of hormones to be reduced

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52
Q

Describe the adolescent growth spurt

A

The rapid increase in height that takes place at the beginning of puberty

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53
Q

Do males or females growth spurt start two years earlier than the other

A

Females

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54
Q

What is Peak Height Velocity

A

The point at which adolescent growth spurt is at its maximum rate

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55
Q

Describe asynchronicity in adolescent growth and how it relates to the extremities of the body

A

Uneven growth of different parts of the body during puberty. Usually the extremities like the feet, hands and head are the first to hit the growth spurt followed by the arms and legs

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56
Q

Describe how the heart grows in adolescence

A

The weight of the heart almost doubles, heart rate drops and boys hearts grow more

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57
Q

Prior to adolescence, boys and girls are very similar in ______

A

Muscle Mass

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58
Q

During puberty, body fat increases more in _____

A

Girls

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59
Q

What are primary sex characteristics

A

The production of eggs (Ova) and sperms and the development of sex organs

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60
Q

What are secondary sex characteristics and list examples

A

Bodily changes of puberty not directly related to reproduction

  • Hair growth
  • Breast Development
  • Sweat Glands
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61
Q

Describe Spermarche and when it occurs and what happens after

A

Beginning of development in boys’ testicles at puberty
Occurs around 12 years of age
After, sperm is produced in astonishing quantities

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62
Q

Describe Ovum and when it occurs

A

Mature eggs that develops from follicle in ovaries about every 28 days. This occurs when a girl reaches menarche

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63
Q

Describe the order of Pubertal Events in Girls

A
  1. Pubic Hair
  2. Appearance of breast buds
  3. Growth spurt
  4. Growth of sexual reproductive organs
  5. Menarche
  6. Development of underarm hair
  7. Secretion of increased skin oil and sweat
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64
Q

Describe the order of Pubertal Events in Boys

A
  1. Growth of Testes
  2. Appearance of pubic hair
  3. growth spurt
  4. Increased growth of penis
  5. Deepening of the voice
  6. Development of facial hair
  7. Secretion of increased skin oil and sweat
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65
Q

The average menarche is ________ every 10 years

A

2 months earlier

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66
Q

Does a mother’s age of first menarche determine the daughter’s first menarche?

A

No, it does however set a reaction range in which the daughter can expect her first menarche

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67
Q

How do parent-adolescent relations change during puberty?

A
  • Conflict increases

- Less comfort in each other’s presence

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68
Q

Describe the distancing hypothesis and name 1 reason why it may not be credible

A

Children with less contact with parents during sexual maturation are less likely to commit incest

Not a cross cultural finding, found in 2 parent white household

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69
Q

Describe the possible negative effects of early maturation on girls

A
  • Eating disorders
  • Depression
  • Risky behaviour
  • Low self esteem
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70
Q

Describe how early maturation can be positive or negative for boys

A
  • More popular
  • Successful
  • NEGATIVE: Increased risk of drug use
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71
Q

Describe the deviance hypothesis relating to early/late maturation

A

Noticeable differences can cause stress

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72
Q

Describe the Stage Termination Hypothesis relating to early/late maturation

A

Psychological age is a lot younger than mental age for girls
Boys who mature late may continue their adolescence in adulthood in order to make up for lost time

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73
Q

Describe the Resemblance Hypothesis relating to early/late maturation

A

More adult like kids will receive more positive reactions from adults

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74
Q

When does the maximum oxygen uptake (V02 max) peak?

A

In the early twenties

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75
Q

When does the cardiac output (blood flow quantities) peak?

A

About age 25

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76
Q

When are you the least susceptible to physical illness

A

Emerging adulthood

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77
Q

Describe some factors that can negatively impact physical functioning in emerging adulthood

A
  • Poor nutrition
  • Lack of sleep
  • Stress
  • Automobile accidents
  • Higher rates of suicide
  • STI’s
  • Substance abuse
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78
Q

Describe the theory of the genotype-environmental Interactions

A

Both genetics and environment make essential contributions to human development but are difficult to unravel because our genes actually influence the kind of environment we experience

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79
Q

Describe the passive genotype

A

Occur in biological families when parents provide both genes and environment

ex. dad is good at drawing so he buys daughter art supplies to increase her capabilities

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80
Q

Describe the Evocative Genotype

A

Occur when a person’s inherited characteristics evoke responses from others in their environment

ex. Realizing your 3 year old son loves to read so you buy him more books

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81
Q

Describe the Active Genotype

A

Occur when people seek our environments that correspond to their genotypic characteristics

ex. Child who loves to read asks for books for a birthday present

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82
Q

The two classes of sex hormones are:

  1. Estrogens and Estradiols
  2. Androgens and testosterones
  3. Gonadotropins and androgens
  4. Estrogens and Androgens
A
  1. Estrogens and Androgens
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83
Q

Describe Cognitive Development

A

Changes over time in how people think, how they solve problems and his their capacities for memory an attention change

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84
Q

Describe the Cognitive-Developmental Approach

A
  • Cognition changes with age
  • Development proceeds in stages
  • Abilities are organized into a mental structure
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85
Q

Describe maturation relating to cognitive development

A

Process by which abilities develop through genetically based development with limited influence from the environment

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86
Q

Describe Schemas

A

A mental structure for organizing and interpreting information

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87
Q

Describe assimilation

A

The cognitive process that occurs when new information is altered to fit into an existing scheme
ex. Child sees zebra for the first time and calls it a horse

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88
Q

Describe accommodation

A

The cognitive process that occurs when a scheme is changed to adapt to the new information
ex. Child realizes that a zebra and horse are different

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89
Q

Describe Piaget’s Sensorimotor stage

A

Occurs between 0-2

involves learning how to coordinate the activities of the senses with motor activities

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90
Q

Describe Piaget’s Preoperational Stage

A

Occurs between 2-7

The child begins to represent the world symbolically

91
Q

Describe Piaget’s Concrete Operational Stage

A

Occurs between 7-11

Use mental operations regarding concrete experiences

ex. Law of conservation: The amount of water is consistent whether it is poured from a small short glass or into a tall thin glass

92
Q

Describe Piaget’s Formal Operational Stage

A

Occurs between 11-on

Capable of thinking logically and abstractly while applying reason

93
Q

Describe Hypothetic-Deductive reasoning

A

Piaget’s term for the process by which the formal operational thinker systematically tests possible solutions to a problem and arrives at an answer that can be defended and explained

94
Q

What is abstract thinking and how is it different than concrete thinking?

A

Thinking in terms of symbols, ideas and concepts

Children in concrete operations can apply logic only to things they experience directly while formal operations includes the ability to think abstractly and logically about mental operations

95
Q

Describe Complex thinking and provide examples

A

Thinking that takes into account multiple connections and interpretations such as in the use of a metaphor, satire or sarcasm

96
Q

What is metacognition?

A

The capacity for thinking about thinking the allows adolescents an adults to reason about their thought processes and monitor them

97
Q

Describe post formal thinking

A

Types of thinking beyond formal operations involving greater awareness of the complexity if real life situations such as the use of pragmatism and reflective judgement

98
Q

Describe Pragmatism

A

Adapting logical thinking to the practical constraints of real life situations

99
Q

Describe reflective judgement

A

Capacity to evaluate the accuracy and logical coherence of evidence and arguments

100
Q

Describe dialectical thought

A

type of thinking that develops in emerging adulthood involving a growing awareness that most problems do not have a single solution and that problems must be addressed with crucial pieces of information missing

101
Q

Describe Dualistic Thinking

A

Cognitive tendency to see situations and issues in absolute black and white terms

102
Q

Describe multiple thinking

A

Cognitive approach entailing recognition that there is more than one legitimate view of things and that it can be difficult to justify one position as the true or accurate one

103
Q

Describe Relativism

A

Cognitive ability to recognize the legitimacy if competing points of view but also compare the relative merits of competing views

104
Q

Describe Commitment

A

Cognitive status in which persons commit themselves to certain points of view they believe to be the most valid while at the same time being open to reevaluating their views if new evidence is presented to them

105
Q

Describe information-processing approach

A

An approach to understanding cognition that seeks to delineate the steps involved in the thinking process and how each step is connected to the next

106
Q

Describe discontinuous

A

a view of development as taking place in stages that are distinct from one another rather than as one gradual continuous process

107
Q

Describe continuous

A

A view of development as a gradual, steady process rather than as taking place in distinct stages

108
Q

Describe selective attention

A

The ability to focus on relevant information while screening out information that irrelevant

109
Q

Describe divided attention

A

The ability to focus on more than one task at a time

110
Q

Describe short term memory

A

memory for information that is the current focus of attention

111
Q

Describe long term memory

A

Memory for information that is committed to longer term storage so that it can be drawn upon after a period when attention has not been focused on it

112
Q

Working memory

A

An aspect of short term memory that refers to where information is stored as it is comprehended and analyzed

113
Q

Mnemonic devices

A

Memory strategies

114
Q

Describe automaticity

A

Degree of cognitive effort a person needs to devote to processing a given set of information

115
Q

Describe reductionism

A

Breaking up a phenomenon into separate parts to such an extent that the meaning and coherence of the phenomenon as a whole becomes lost

116
Q

Describe critical thinking and how it is developed

A

Thinking that involves not merely memorizing information but analysis it, making judgements about what it means, relating it to other information and considering ways in which it might be valid or invalid

  • More knowledge
  • Education
117
Q

Describe the Behavioural Decision Theory and process

A
  1. Identifying the range of possible choices
  2. Identifying the consequences that would result from each choice
  3. Evaluating the desirability of each consequence
  4. Assessing the likelihood of each consequence
  5. Integrating the information into a decision
118
Q

Describe the dual processing theory

A

Decision making is based on two different cognitive processes: Analytic (reasoning of formal operations) and Heuristic (Intuitive factors: past experiences, emotions)

119
Q

What develops first, the emotional brain or the actual thinking brain

A

Emotional brain which can cause teens to seek out stimulation through risky behaviour

120
Q

Describe Social Cognition

A

How we think about other people, social relationships and social institutions

121
Q

Describe perspective taking

A

Ability to understand thoughts and feelings of other people
In early adolescence, it’s the attempt to reach a mutual; ground or understanding while in late adolescence it’s the ability to put yourself in someone else’s shoes

Theory of mind is the ability to attribute mental states to one’s self and others

122
Q

Describe Adolescent Egocentrism

A

Difficulty distinguishing your own thoughts about yourself and other people.

Imaginary audience: Believe everybody is always watching them

Personal Fable: There is something unique about them that causes them to be different

Optimistic Bias: Belief that negative things are more likely to happen to others rather than them

*** These diminish with age but never quite disappear

123
Q

Describe fluid intelligence

A

Mental abilities that involve analyzing, processing and reacting to information

124
Q

Describe Crystallized intelligence

A

Accumulated knowledge and enhance judgement based on experience

125
Q

Describe the Flynn effect and possible explanations

A

IQ scores are steadily increasing (3 points per 10 years)

  1. Laws to stay in school
  2. Access to education
  3. parental, economy, society influence
126
Q

Howard Gardner developed the _______

A

Theory of multiple intelligences where there are 8 categories in which someone can be high in one category and low in another while everybody has potential through education, training etc.

127
Q

At what age is the brain 95% of adult size

A

age 6

128
Q

When do synaptic connections thicken?

A

18 months and beginning of puberty

129
Q

What is synaptic pruning

A

Overproduction is whittled down allowing the brain pathways to become more specialized

130
Q

What increases the speed of the electrical signals in the brain?

A

Myelination

131
Q

When does the Cerebellum develop and what is it’s function?

A

Adolescence

related to higher functions such as math, social skills and humour

132
Q

What is the prefrontal cortex related to and when does it develop?

A

Planning, evaluating consequences

One of the last areas to develop

133
Q

Describe Vygotsky’s sociocultural theory

A

Cognitive development is social and cultural
Social: Children learn through interactions with parents, peers and educators
Cultural: Rules and practices

134
Q

Describe the zone of proximal development

A

The gap between what adolescence can do on their own and what the learner can do with guidance

135
Q

Describe scaffolding

A

The degree of assistance provided to the learner in the zone of proximal development, gradually decreasing as the learner’s skills develop

136
Q

Guided participation is

A

The teaching interaction between two people (Usually adult and child/adolescent) as they participate in a culturally valued activity

137
Q

Which theory may offer an explanation for adolescent’s struggling with decision making?

A

Dual processing theory

138
Q

What is culture?

A

Shared norms, beliefs, values, practices, roles

139
Q

Why is it important to study culture in adolescence?

A

Forms the basis of socialization, abstract thinking and changing expectations around roles and responsibilities

  • Adolescence is socially constructed
140
Q

Socialization can be described as how people acquire behaviours and beliefs of their culture. Some outcomes include:

A
  1. Self Regulation:
    - Development of a conscious, conforming to social norms
  2. Role Preparation:
    - Roles in work, gender roles, family
  3. Sources of meaning:
    - What is it that we live for
141
Q

Cultural Values in Western Society can be described as

A 
Individualistic 
Focusing on independence 
Self expression 
Independent self 
Broad socialization
142
Q

Cultural values in Eastern society can be described as

A 
Collectivistic 
Focusing on interdependence 
Conformity 
Interdependent self 
Narrow socialization
143
Q

What are the main sources of socialization and which one diminishes in adolescence?

A

Friends, family, media, school, community

Family influence decreases in adolescence

144
Q

Culture is not ontogenetic meaning _____

A

Culture is learned

145
Q

Describe Acculturation

A

Changes that individuals and groups undergo as they come in contact with another culture

146
Q

What is the Immigrant Paradox

A

First generation immigrant youth experience stressors but fare better than their Canadian born counterparts. They have less depression, less substance abuse and higher education attainment than their parents

147
Q

Describe religiosity in adolescence

A

More common in traditional cultures, influenced by family characteristics and ethnicity

148
Q

Describe religiosity in emerging adulthood

A

Religious beliefs are individualized, can be committed traditional, selective adherents, spiritually open, religiously indifferent

149
Q

Describe Piaget’s two stages of moral development

A
  1. Heteronomous Morality (4-7 years):
    - Rules have a sacred quality and are handed down by authority figures.
  2. Autonomous Morality (10-12 years):
    - Reached at the beginning of adolescence, tied with the onset of formal operations. Moral rules are social conventions and can be changed if people decide so
150
Q

Describe Kohlberg’s Preconventional Stage

A

Based on perceptions of likelihood of external reward or punishment

151
Q

Describe Kohlberg’s Conventional Stage

A

Right is what agrees with rules established by tradition and authority

152
Q

Describe Kohlberg’s Postconventional Stage

A

What is right is derived from universal principles

153
Q

Describe Jensen’s 3 ethics of the Worldviews approach

A
  1. Autonomy:
    - Individual is primary moral authority as long as there is no harm to others
  2. Community:
    - Responsibilities of roles in family and community are basis for moral judgements
  3. Divinity:
    - Individual is a spiritual entity subject to the prescriptions of a divine authority
154
Q

Describe Carol Gilligan’s Justice Orientation

A

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

155
Q

describe Carol Gilligan’s Care Orientation

A

Gilligan’s term for the type of moral orientation that involves focusing on relationships with others as the basis of moral reasoning

156
Q

According to Piaget, who plays the most significant role in moral development?

A

Peers

157
Q

Describe the differences between gender and sex

A

Sex: Biological status, primary sex characteristics
Gender: Social categories, socially constructed

158
Q

At what age do children begin to identify their gender?

A

2-3 years old

159
Q

What are gender roles?

A

Cultural expectations of a gender and vary from culture to culture

160
Q

What is gender typing?

A

How individuals come to have the characteristics of their gender role

Could be biology, socialization, experience

161
Q

How do we describe somebody whose biology cannot be easily categorized as male or female

A

Intersex

162
Q

How do we describe somebody whose gender does not match their assigned gender

A

Transgender

163
Q

In traditional cultures, is gender socialization broad or narrow

A

Narrow

164
Q

In Traditional cultures, how are females socialized based on their gender?

A
  • Work along side mother
  • More contact with mother and less with peers
  • During adolescence, the world contracts for girls
  • New restrictions reserved for women
  • More restrictions than boys
  • Different expectations in sexual experience before marriage than boys
165
Q

In traditional cultures, how are males socialized based on their gender?

A
  • Less contact with family and more with peers
  • Less intimacy with fathers and families
  • During adolescence, the world expands for boys
  • Broader socialization
  • Manhood is something that has to be achieved
166
Q

In Traditional cultures, in order to achieve manhood one must reach these required capacities:

A
  1. Provide - economically useful skills
  2. Protect - skills of warfare and use of weapons
  3. Procreate - Sexual experience before marriage
167
Q

Describe 4 ways in which the lives of women are constricted in American History

A
  1. Occupational Roles
  2. Cultural perception about females
  3. Sexuality
  4. Physical appearance
168
Q

Describe the 3 evolutionary stages of Manhood in American History

A
  1. Communal Manhood
  2. Self made Manhood
  3. Passionate Manhood
169
Q

Describe the Gender Intensification Hypothesis

A

Gender differences become more noticeable in adolescence

Girls are more self conscious than boys and are more interested in building intimate relationships

Adolescents embrace gender stereotypes more than children and conform to gender roles influenced by family socialization pressures

170
Q

How are boys and girls socialized differently?

A

Begins early and continues on into adolescence through clothes, toys, roles and can be done by peers, parents, educators etc.

171
Q

Describe Kohlberg’s Cognitive Developmental Theory of Gender

A
  • Gender is a fundamental way of organizing ideas about the world

Age 3:
- Understanding themselves as either male or female

Age 4 or 5:
- Identify things as gender appropriate

Age 6 to 10:
- Perceptions of gender become less rigid

Age 12 to 16:
- Perceptions of gender become more rigid

172
Q

Describe Piaget’s Gender Schema Theory

A
  • Gender is a major schema from early childhood onward
  • Categorization is based on socialization
  • Schemas influence interpretation and expectations of behaviour
173
Q

What is Androgyny

A

The combination of masculine and feminine traits

174
Q

Are gender stereotypes weaker in emerging adulthood or adolescence

A

Emerging adulthood

175
Q

Describe females in the workforce in Western societies

A

Females have more opportunities than ever before in fields such as business, medicine and law but still continue to make less money for similar work compared to men

176
Q

Outside of the West, girls have______ but this could change with 1._______ and 2.______

A

Less educational and occupational opportunities compared to boys in their own countries

  1. Economic development
  2. Access to contraception
177
Q

Describe Self concept

A

A person’s perspective of themselves that may include concrete characteristics, roles, relationships, personality characteristics

178
Q

Describe self esteem In cultures with broad socialization

A

It is usually high

179
Q

Describe self esteem in cultures with narrow socialization

A

Collectivistic cultures mute high self esteem as it is not encouraged or valued

180
Q

In Childhood, how might a child describe themselves

A

Using concrete terms such as I have a dog named steve

181
Q

How does self concept change in adolescence?

A

Begin to be more abstract, less tangible and usually are generalizations about themselves

182
Q

Describe the Self in adolescence

A
  1. Actual self: who am I?
  2. Possible selves: Who might i become?
    a. Ideal self: Who I would like to be
    b. Feared Self: Who I dread becoming
  3. False self: Who I show to others
183
Q

Describe Charles Cooley’s Looking Glass self

A

We learn to know ourselves by interacting with others and observing how they respond to us

184
Q

Describe George Herbert Mead’s Generalized Other

A

We carry with us the responses we’ve observed

Peers in particular have a crucial impact

185
Q

Describe self esteem

A

A person’s overall sense of worth and wellbeing

186
Q

Name some factors that could cause self esteem to decline

A
  1. Imaginary audience
  2. Sarcasm and ridicule
  3. Peer orientation
187
Q

Is self esteem higher in preadolescence or adolescence

A

preadolescence

188
Q

Self esteem is higher in ______ than in adolescence

A

Emerging adulthood

189
Q

Describe the two aspects of self esteem and how they are impacted

A
  1. Baseline: Stable
  2. Barometric: Fluctuating
  • Especially intense in adolescence
  • Impacted by social relationships
  • The more secure/stable our social situations/relationships are, the more stable our self esteem usually is
190
Q

According to Harter’s 8 domains of self image, which domains are the most important in adolescence?

A
  1. Physical Appearance

2. Social Acceptance

191
Q

Describe emotional states

A

A state of feeling emotion that can cause psychological and physiological responses that influence behaviours

192
Q

According to research, an adolescent is most likely to put on a fake self with

A

A dating partner

193
Q

Describe Identity

A

An individuals perspective about characteristics and abilities, beliefs and values, relations with others, connections to the world

194
Q

Describe Erikson’s theory of psychosocial development

A

Identity achievement vs. identity confusion:

Achievement: Establishing a definite sense of who you are and how you fit in the world

Confusion: failure to form a stable and secure identity

195
Q

Name some key areas of identity formation

A
  • love
  • work
  • ideology
196
Q

Identity formation

A

Starts in identification during childhood

197
Q

Describe Psychosocial Moratorium

A

Adult responsibilities are postponed, can try various possible selves and is more common in individualistic societies

198
Q

Describe Identity confusion

A

When an adolescent can’t handle all of the choices available

199
Q

In Marcia’s Identity Status Model, Describe Achievement

A

Exploration: Yes
Commitment: Yes

  • After studying in Peru, I realize I cannot work for a large corporation, I am going to be a nurse
  • Definite choices, went through a decision making process
200
Q

In Marcia’s Identity Status Model, Describe Foreclosure

A

Exploration: No
Commitment: Yes

  • I never had to think about what to do; i am taking over the farm from my dad
201
Q

In Marcia’s Identity Status Model, Describe Moratorium

A

Exploration: Yes
Commitment: No

  • I want to be a marine biologist, a hair dresser, a lawyer
202
Q

In Marcia’s Identity Status Model, Describe Diffusion

A

Exploration: No
Commitment: No

  • I’m not worried about what to do after school, who cares?
203
Q

_____ is the most favourable outcome of Marcia’s model in the West

A

Achievement

204
Q

_____ is the least favourable outcome of Marcia’s model as it will lead to psychological problems later on

A

Diffusion

205
Q

_____ outcome of Marcia’s model is culturally dependent but is seen as negative in the West

A

Foreclosure

206
Q

______ outcome of Marcia’s model is mostly favourable but more likely will lead individuals to be unsure

A

Moratorium

207
Q

According to Erikson, when is identity achieved

A

by age 16-18

208
Q

What identity style is correlated with the Identity status Diffused and what parenting approach are they usually associated with

A

Diffuse avoidant

Permissive

209
Q

What identity style is correlated with the Identity status foreclosed what parenting approach are they usually associated with

A

Normative

Authoritarian

210
Q

What identity style is correlated with the Identity status moratorium achieved what parenting approach are they usually associated with

A

informational

Authoritative

211
Q

Describe Diffuse-avoidant style:

A

Avoid dealing with personal problems, let situational demands dictate actions

212
Q

Describe Normative Style:

A

Conscientious and agreeable but have high need for structure and are closed off to anything that challenges their beliefs

213
Q

Describe Informational Style:

A

Seek out information, self reflective, open to change, ready to challenge their views

214
Q

describe self construction:

A

Seek out relevant information and built a coherent self

215
Q

Self discovery:

A

Searching for one’s intrinsic nature and developing

216
Q

Describe Phinney’s Bicultural Ethnic Identity

A

High in identification with ethnic group and majority culture

217
Q

Describe Phinney’s separated ethnic identity

A

High in identification with ethnic group but low with majority culture

218
Q

Describe Phinney’s marginal ethnic identity

A

Low in identity with ethnic group and majority culture

219
Q

Describe Phinney’s Assimilated ethnic identity

A

Low in identification with ethnic group but high with majority culture

220
Q

Bicultural Identity means

A

The combination of two cultures

221
Q

Hybrid Identity

A

Alter traditional beliefs or practices and a hybrid of both occurs

222
Q

Multicultural identity

A

many aspects of different cultures are integrated into one’s beliefs, practices or ideas

223
Q

Identity confusion occurs when one is

A

Marginalized, the rapid change is difficult to adapt to and the individual cannot form a bicultural identity as they are overwhelmed

Adolescent Development 2280 (1 decks)

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