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PSY210 > PSY210: 6. Physical and Cognitive Development in Adolescence > Flashcards

PSY210: 6. Physical and Cognitive Development in Adolescence Flashcards

1
Q

Adolescence

A

period extending from onset of puberty to early adulthood betw 12 + 20
Puberty: reproductive system matures
roughly begins around puberty, not dependent on puberty
cultural construct - fuzzy boundaries

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2
Q

Adolescence: A Brief History in Ancient Times

A

Plato - infancy, 0-6/7, childhood 6/7-12, 3rd stage in life
Serious education can begin
learn sports, instruments
when children are capable of learning

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3
Q

Adolescence: A Brief History

A

Aristotle - children are driven by impulses
Only by the end of adolescence does reason establish a firm control
as teens we learn how to be rational
high school - structured differently, in depth material, abstract
elementary - diff topics + activities to get general idea

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4
Q

Adolescence: A Brief History - from early christian times through the middle ages

A

Saint Augustine - lived an impulsive, excessive lifestyle until his conversion to Christianity
Argued Christian morality provides means by which reason can rule over passion
time to curtail impulse + immorality

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5
Q

Adolescence: A Brief History - from early christian times through the middle ages

A

Children’s Crusades - evidence that adolescence was viewed as a period of innocence
children to holy land in hopes that child’s innocence will convince them to share Jerusalem - didn’t work - they were teens
we see them as still innocent

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6
Q

Adolescence: A Brief History - from 1500 to 1890

A

Life-cycle service - period in late teens + 20s young people engage in domestic service, farm service/apprenticeships in various trades and crafts
18th -19th centuries: young people seen as social problem
In response - social institutions were created, time to acquire a skill, trades they were working in ceased to exist
would leave homes, couldn’t find jobs
YMCA: proliferation of adolescents, need something for them to do

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7
Q

The Age of Adolescence 1890 to 1920

A

Enactment of laws restricting child labor - ready source of labour: cheap, easily heal, lots of them
adolescents formerly employed are now unemployed

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8
Q

The Age of Adolescence 1890 to 1920

A

New requirements for children to attend secondary school - laws came at various times
Development of the field of adolescence as an area of scholarly study - G. Stanley Hall coined term

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9
Q

G. Stanley Hall: Theory of Recapitulation

A

time of “storm and stress”
In contrast, most adolescents experience healthy social + emotional development
based off of Darwin - reenactment of human evolution
tumultuous time, moodiness, upheaval - wars, times of upheaval
abandoned theory
seen as a relatively calm time in development

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10
Q

Physical Development

A

Early: 11–12 to 14 years - Rapid pubertal change, moving ever younger, going through puberty
younger + younger due to nutrition, better fed + reliable than in the past

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11
Q

Physical Development

A

Middle: 14 to 16 years - Puberty nearly complete
Late: 16 to 18 years - Full adult appearance, Anticipation of adult roles, ready to work, take on adult activities

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12
Q

Physical Development in Adolescence

A

Puberty - reproductive systems mature
Endocrine system - glands that release hormones into blood stream, which affect development
Path of puberty: Hypothalamus > Pituitary Gland and Gonadotropin > Gonads and Sex Hormones

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13
Q

Physical Development in Adolescence

A

release 2 years before signs of puberty seen
pituitary release Gonadotropin - sex hormones
body has met threshold of body fat - has sufficient + reliable nutrition to start
increase in child obesity - early onset puberty more common
children need baby fat to grow

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14
Q

Hormonal Changes in Puberty

A

Growth hormone + thyroxine increase age 8–9
Estrogens: more in girls, adrenal estrogens
Androgens: more in boys. testosterone
both released in development of boys + girls, only difference is proportions

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15
Q

Physical Growth

A

result of increased levels of sex hormones, there is drastic change in rate of physical growth
Adolescent growth spurt: Peak height velocity - fastest growth - cm/year
Asynchronicity: gr. 5-7: girls start growing taller than boys
boys start catching up + surpassing

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16
Q

Sex Differences in 
 Body Growth in Adolescence

A

Boys Girls
Growth spurt starts age 121⁄2 starts age 10
Proportions shoulders broaden hips broaden
longer legs
Muscle–fat gain more muscle, gain more fat
makeup aerobic efficiency
testosterone causes development of lungs
girls need fat for growth

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17
Q

Adolescent Brain Development

A

Pruning continues: in PFC (efficient network), quick access
Growth and myelination speed up: frontal lobes + cerebellum - increase speed
Neurotransmitter response changes
Frontal lobes: Strengthen connections among regions

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18
Q

Adolescent Brain Development

A

More sensitive to excitatory messages: brain more responsive to neurotransmitter - more sensitive to excitatory signals
Cognitive advances: attention, planning integrating, information, self-regulation

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19
Q

Adolescent Brain Development

A

Intensifies reactions to stress: pleasure, novelty
responsiveness of neurotransmitters
able to make sense of small amount of info
responds more strongly to dopamine - why they seek pleasure + feel more stressed

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20
Q

Reactions to Puberty: Early and late maturing girls

A

Early - more negative effects due to cultural views about appearance + changing peer groups
starts interacting with her as an adult - thinking that they are more culturally or cognitively
interacting with older peers - start drinking, having sex
earlier you hit it, the shorter their peak is
harder to be thin for short ppl, valued early on + discarded after

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21
Q

Reactions to Puberty: Early and late maturing girls

A

Late - more teasing from peers for a period of time
Most negative effects dissipate by adulthood
not overwhelming teasing, but end up conforming on

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22
Q

Reactions to Puberty: Early and late maturing boys

A

Early - both positive and negative effects
positive - more muscle mass, conforming to society ideals
better at sports, but start hanging out with older ppl - early sexual activity, substance abuse
Late - only negative effects
not as good as sports, want to be mature so they act older - substance abuse

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23
Q

Reactions to Puberty: Girls

A

Surprised about how early it happens, More positive than in past - more common that they are informed
Preparation, information help
Father’s involvement helps
Ethnic variations

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24
Q

Reactions to Puberty: Boys

A

Mixed reactions, Sooner than expected
Preparation helps
Could benefit from telling people
most boys have no idea what’s going on

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25
Q

Sleep Habits in Adolescence

A

Still need almost as much sleep, but go to bed later
biological “phase delay” - circadian rhythm - more alert later in the evening
social habits
sleeping far less than they need to

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26
Q

Lack of sleep impairs regulation of attention,

emotion

A

lower achievement: linked to poor performance, frontal lobe doesn’t have as much nutrients
mood problems: more cranky
high-risk behaviours
missing about 3-4 hours from recommended alottment of sleep
schools in europe should start later

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27
Q

Adolescent Moodiness

A

More negative life events - responsibilities, pressure
not actually moodier, just appropriately responding to a somewhat difficult time of development
get into university, form friendships, romantic relationship, get a job
reacting appropriately to new experiences

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28
Q

Adolescent Moodiness

A

Stronger responses: more excitatory - stronger positive/negative emotion, greater anxiety
Mood swings
related to daily events
cultural scripts

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29
Q

Adolescent Emotions 
 Across the Week

A

if truly moody, we wouldn’t see a pattern

respond more strongly, but not that they’re moody

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30
Q

Eating Disorders

A

Severe dieting strong indicator, fixation on weight
Family relationships
Cultural pressure
anorexia nervosa
starve out of fear of getting fat, difficult to treat, causes anxiety

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31
Q

Eating Disorders

A

bulimia nervosa: strict diet and exercise, then binge
+ purge - vomitting causes deterioration of teeth, esophagus, heartburn, can’t control vomitting, more common, easier to treat
Compulsive Exercise: Drive for thinness, perfectionism - more common in men
1/10 for anorexia/bulimia, compulsive exercise increase due to changing ideal body types in society

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32
Q

Adolescent Sexuality

A

North American attitudes restrictive: media contradicts family messages - everybody is having it + it is awesome
family messages are the opposite - lack of discussion + rejection of sexuality
find it awkward to talk to them especially if they want specifics

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33
Q

Adolescent Sexuality

A

conservative when interacting with adolescents
abstinence programs
more liberal over past 40 years
most say premarital sex OK for committed partners

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34
Q

Adolescent Sexuality

A

Activity matches attitudes: rates declining since 1990s, few partners
decline for youngest age group, in line with current attitudes
more accepting, only when you’re ready
very few have multiple sexual partners

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35
Q

Sexually Active Adolescents

A

individuals in late is more acceptable

girls tend to prefer older men, girls are ready at an earlier age for sex

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36
Q

Sex Differences in 
 Body Growth in Adolescence

A 
Boys
Girls
Growth spurt
starts age 121⁄2
starts age 10
Proportions
shoulders broaden, longer legs
hips broaden
Muscle–fat makeup
gain more muscle, aerobic efficiency
gain more fat
testosterone causes development of lungs
girls need fat for growth
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37
Q

Adolescent Contraceptive Use

A

Recent increase in use
But many Americans, Canadians do not use
Reasons for not using:
concern about image: condoms are for sailors + whores - perception
adolescent risk-taking: more likely to experience heightened emotion - panning isn’t fully developed

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38
Q

Adolescent Contraceptive Use

A

social environment: expected to have sex + condom wasn’t available
forced intercourse
unrealistic about consequences: don’t realize likelihood of becoming pregnant >50%, decreases as we get older

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39
Q

Characteristics of 
 Sexually Active Adolescents

A

Personal: Early puberty
Tendency to violate norms: can be a form of acting out
Little religious involvement: religious involvement linked to decreased sexual activity
churches have youth groups adolescents can turn to - open discussions about sex
Family: Step, single-parent, or large family

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40
Q

Characteristics of 
 Sexually Active Adolescents

A

Weak parental monitoring, parent–child communication - not talking about sex
Peer: hanging out with older peer group, Sexually active
tend to have older siblings that are sexually active
Educational: Poor school performance
Low educational goals: do not expect to do well, not thinking about long term consequences

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41
Q

Talking to Adolescents About Sex

A

Foster open communication: more likely to be prepared to make good decisions
tell children they should feel open to ask you questions, it can be an ongoing discussion
Use correct terms: demonstrate that you take it seriously, respect discussion

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42
Q

Talking to Adolescents 
 About Sex

A

Listen, discuss, collaborate: listen first, let them talk about it
Think before talking: think about your approach
Keep conversations going
Internet can be a hazardous educator: they are going to learn about it from peers + internet
more misogynist view + extreme sexual practices as normal

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43
Q

Sexual Orientation

A

2 - 3% identify as lesbian, gay, or bisexual
Genetic Basis: increased estrogen exposure in prenatal
Maternal heredity: common genetic marker
Stereotypes: tend to act counter-gender early on
fashion - reflection of attitudes toward choice
lower than adults, process of discovering sexuality
individuals are born homosexual

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44
Q

Sequence of Coming Out

A

Feeling different: ages 6–12: seemed like feelings + attitudes didn’t align, liking gender deviant behaviour
Confusion: ages 11–15: retrospective study - don’t actually differ, find meaning in behaviours
expected to be sexually attractive to girls, engage hetero dating

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45
Q

Sequence of Coming Out

A

Self-acceptance
timing depends on level of support and culture
self identify as homosexual - report on experience of coming outtiming

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46
Q

Piaget’s Theory: 
 Formal Operational Stage

A

Hypothetico-deductive reasoning
deducing hypotheses from general theory: thinking of everything possible + narrowing down to what is probable
creating hypothesis of reality + testing them
more able to think like a scientist
pendulum problem: explain speed with varying weights - children start testing, trial + error

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47
Q

Piaget’s Theory: 
 Formal Operational Stage

A

Propositional thought:adolescents start abstractly - think hypothetically
evaluating the logic of verbal propositions - one true, one false statement - develops in adolescents
children have difficulty evaluating if, then statements
begins + continues to develop as propositions become more complex

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48
Q

Follow-Up Research on
 Formal Operational Thought

A

School-age children start developing abstract thinking skills
problems with propositional thinking: logical necessity
Formal operations may not be universal: training, context contribute
often fall back on easier thinkingadults still have trouble with propositions - heuristics

49
Q

Follow-Up Research on 
 Formal Operational Thought

A

schooling essential factor
possible that not everybody reaches formal operations
cultures without formal schooling - fail formal operation tasks
formal education centred around formal operations

50
Q

Information-Processing Improvements in Adolescence

A

Attention, Inhibition, Memory strategies, Knowledge, Metacognition, Cognitive self-regulation, Processing capacity, Speed of thinking
small qualitative improvements in these areas

51
Q

Scientific Reasoning

A

Coordinating theory with evidence
Improves with age: from childhood through adulthood, individuals vary, ability to postulate
Contributing factors: working memory capacity, exposure to complex problems, metacognitive understanding, open-mindedness

52
Q

Scientific Reasoning

A

Kuhn: mouse in house - big/small, build a mini mouse house
in both circumstances of big door, pellet would be gone
if small door, then pellet would be there if the mouse was big
children fixated on consequence - don’t like absence of effect, like the big door circumstances

53
Q

Consequences of 
 Abstract Thought: Self-consciousness and self-focusing

A

imaginary audience: sensitivity to criticism
think about themselves in deep detail, think abstractly, most frequent experience
reflect on self, if it’s salient to you, then it must be obvious to everyone else because it’s all you can think about
explains sensitivity to criticism

54
Q

Consequences of 
Abstract Thought

A

Piaget: adolescent egocentrism
personal fable - think they are unique/special ‘cause they think of their own experiences
Idealism and criticism: can postulate ideal world - idealism - world as it could be
ideal world doesn’t match their reality - angst

55
Q

Consequences of 
 Abstract Thought: Planning and decision making

A

inexperience
overwhelming options
decision making - no experience to know which option is the best - no practical knowledge

56
Q

School & Adolescence: A Series of Transitions

A

Grades decline with each transition: higher standards, less supportive teaching–learning environment
new experiences, new environment, new expectations
performance drops = lower self esteem

57
Q

School & Adolescence: A Series of Transitions

A

Lower self-esteem: girls more than boys
girls entering puberty - initial drop in self-esteem
increase in truancy (skipping) + problem behaviours
truancy + problem behaviour increases even in well adjusted student

58
Q

School Transitions 
 and Students with Problems

A

academic problems + mental health problems
mental health problems don’t increase in problem behaviours
if they have both issues, might consider increased monitoring

59
Q

Helping Adolescents 
 Adjust to School Transitions

A

Parental involvement, monitoring: informed, but not to the point of excess - still want them to self govern
Smaller units within schools: groups that they can join - small unit you have contact with
Homeroom teacher relationships: protective, monitor your performance

60
Q

Helping Adolescents 
 Adjust to School Transitions

A

Classes with familiar peers: help them pay attention, talk about assignments with
Minimize competition, treatment by ability at school: focus on outcomes - test score
not mastery oriented, teaching them learned helplessness

61
Q

Supporting Academic Achievement

A

Child-rearing practices:
authoritative - joint decision making: gives adolescent feelings of competence
Parent–school partnerships: supportive of school decisions

62
Q

Supporting Academic Achievement

A

School characteristics:
classroom learning experiences, teaching, tracking: in US, greater issue of more private schools - good teachers
tracking: telling kids 14-15 decide rest of life (vocational or university track)

63
Q

Supporting Academic Achievement

A

Peer influences: value high achievement
Employment schedule: vocational education
valuing education = greater performance
negative betw employment + grades - less time to devote to studies

64
Q

Scientific Reasoning

A

Coordinating theory with evidence
Improves with age: from childhood through adulthood, individuals vary
Contributing factors: working memory capacity, exposure to complex problems, metacognitive understanding, open-mindedness
coordinate theory with evidence
ability to postulate, improves in adolescence

65
Q

Dropout Prevention Strategies

A

Remedial instruction
High-quality vocational training
Personalized counselling
address factors in students’ lives outside school
usually has other issues that results in them dropping out
Extracurricular activities
Sports and Recreation

66
Q

Benefits of 
 Extracurricular Activities

A 
Academic performance 
Social skills, peer acceptance
Self-esteem, confidence
Less antisocial behaviour
Improved family relationships
67
Q

Benefits of 
 Extracurricular Activities

A

decreases likelihood of dropping out - give them reason to like school
when getting rid of extracurriculars increased drop out rate
cut suicide rate in half because they give them a reason to live

68
Q

Adolescent Brain Development

A 
Pruning continues
Growth and myelination speed up.
Neurotransmitter response changes
Frontal lobes
Strengthen connections among regions
More sensitive to excitatory messages
69
Q

Adolescent Brain Development

A

Cognitive advances attention
planning integrating information self-regulation
Intensifies reactions to stress
! pleasure, novelty
responsiveness of neurotransmitters
pruning: in PFC (efficient network), quick access
myelination: frontal lobes + cerebellum - increase speed

70
Q

Adolescent Brain Development

A

brain more responsive to neurotransmitter - more sensitive to excitatory signals
able to make sense of small amount of info
responds more strongly to dopamine - why they seek pleasure + feel more stressed

71
Q

Reactions to Puberty

A

Early and late maturing girls
Early - more negative effects due to cultural views about appearance and changing peer groups
Late - experience more teasing from peers for a period of time
Most negative effects dissipate by adulthood

72
Q

Reactions to Puberty

A

starts interacting with her as an adult - thinking that they are more culturally or cognitively
interacting with older peer groups - start drinking, having sex
earlier you hit it, the shorter their peak is
harder to be thin for short ppl, valued early on + discarded after
late: not overwhelming teasing, but end up conforming on

73
Q

Reactions to Puberty: Early and late maturing boys

A

Early - both positive and negative effects • Late - only negative effects
early: positive - more muscle mass, conforming to society ideals
better at sports, but start hanging out with older ppl - early sexual activity, substance abuse
late: not as good as sports, want to be mature so they act older - substance abuse

74
Q

Reactions to Puberty: Girls

A 
Surprise
! More positive than in
past
! Preparation, information help
! Father’s involvement helps
! Ethnic variations
surprised about how early it happens, more common that they are informed
75
Q

Reactions to Puberty

A 
Boys
! Mixed reactions
! Sooner than expected
! Preparation helps ! Could benefit from
telling people
most boys have no idea what’s going on
76
Q

Sleep Habits in

Adolescence

A

Still need almost as much sleep, but go to bed later
! biological “phase delay”
! social habits
stay up later - phase delay - circadian rhythm - more alert later in the evening
sleeping far less than they need to, need just as much sleep as children

77
Q

Lack of sleep impairs regulation of attention,

emotion

A

! lower achievement
! mood problems
! high-risk behaviours
missing about 3-4 hours from recommended alottment of sleep
linked to poor performance, frontal lobe doesn’t have as much nutrients
more cranky, schools in europe should start later

78
Q

Adolescent Moodiness

A 
More negative life events
Stronger responses Mood swings
! related to daily events
! cultural scripts
more excitatory - stronger positive/negative emotion, greater anxiety
79
Q

Adolescent Moodiness

A

more moody: not actually moodier, just appropriately responding to a somewhat difficult time of development
more negative events - more responsibilities, more pressure
get into university, form friendships, romantic relationship, get a job
reacting appropriately to new experiences

80
Q

Adolescent Emotions 
 Across the Week

A

if truly moody, we wouldn’t see a pattern

respond more strongly, but not that they’re moody

81
Q

Eating Disorders

A

Severe dieting strong indicator Family relationships
Cultural pressure
! anorexia nervosa
“ starve out of fear of getting fat “ difficult to treat
anorexia: do not eat, phobia of getting fat, avoid eating, causes anxiety

82
Q

Eating Disorders

A

! bulimia nervosa
“ strict diet and exercise, then binge
and purge
“ more common, easier to treat
! Compulsive Exercise
“ Drive for thinness, perfectionism
bulimia: eat then vomit, drive for thinness, they still want to eat - vomitting causes deterioration of teeth, esophagus, heartburn, can’t control vomitting
compulsive exercise: more common in men, drive for thinness + perfectionism. want perfect body. undereat
fixation on weight
1/10 for anorexia/bulimia, compulsive exercise increase due to changing ideal body types in society

83
Q

Adolescent Sexuality

A

orth American attitudes restrictive ! media contradicts family messages
! abstinence programs
! more liberal over past 40 years
! most say premarital sex OK for committed partners

84
Q

Adolescent Sexuality

A

message: everybody is having it + it is awesome
family messages are the opposite - lack of discussion + rejection of sexuality
find it awkward to talk to them especially if they want specifics
conservative when interacting with adolescents
attitudes becoming more liberal

85
Q

Adolescent Sexuality

A

Activity matches attitudes ! rates declining since 1990s ! few partners
decline for youngest age group, in line with current attitudes
more accepting, only when you’re ready
very few have multiple sexual partners

86
Q

Sexually Active

Adolescents

A

individuals in late is more acceptable

girls tend to prefer older men, girls are ready at an earlier age for sex

87
Q

Sexual Activity: Canada

A

significant reduction betw 1997-2005 in the youngest demographic
not as much of a concern as we think

88
Q

Adolescent Contraceptive Use

A 
Recent increase in use
But many Americans, Canadians do not use
Reasons for not using:
! concern about image
! adolescent risk-taking
! social environment
89
Q

Adolescent Contraceptive Use

A

! forced intercourse
! unrealistic about consequences
condoms are for sailors + whores - perception
more likely to experience heightened emotion - panning isn’t fully developed
expected to have sex + condom wasn’t available
don’t realize likelihood of becoming pregnant >50%, decreases as we get older

90
Q

Characteristics of 
 Sexually Active Adolescents

A 
Personal
Early puberty Tendency to violate norms Little religious involvement
Family
Step, single-parent, or large family
" Weak parental monitoring, parent–child
communication
Peer
Sexually active friends or siblings
Educational
Poor school performance Low educational goals
91
Q

Characteristics of 
 Sexually Active Adolescents

A

hanging out with older peer group, engage in mature activities
can be a form of acting out, religious involvement linked to decreased sexual activity
churches have youth groups adolescents can turn to - open discussions about sex
less communication - not talking about sex
tend to have older siblings that are sexually active
do bad at school, do not expect to do well, not thinking about long term consequences

92
Q

Benefits of 
 Extracurricular Activities

A

decreases likelihood of dropping out - give them reason to like school
when getting rid of extracurriculars increased drop out rate
cut suicide rate in half because they give them a reason to live

93
Q

Talking to Adolescents 
 About Sex

A 
# Foster open communication.
# Use correct terms.
# Listen, discuss, collaborate.
# Think before talking.
# Keep conversations going.
# The Internet can be a hazardous educator.
94
Q

Talking to Adolescents 
 About Sex

A

more likely to be prepared to make good decisions
tell children they should feel open to ask you questions, it can be an ongoing discussion
using correct terms - demonstrate that you take it seriously, respect discussion
listen first, let them talk about it, think about your approach
they are going to learn about it from peers + internet
more misogynist view + extreme sexual practices as normal

95
Q

Sequence of Coming Out

A 
Feeling different
ages 6–12
Confusion
ages 11–15
Self-acceptance
timing varies
self identify as homosexual - report on experience of coming out
96
Q

Sequence of Coming Out

A

seemed like feelings + attitudes didn’t align, liking gender deviant behaviour
retrospective study - don’t actually differ, find meaning in behaviours
expected to be sexually attractive to girls, engage hetero dating
timing depends on level of support and culture

97
Q

Piaget’s Theory: 
 Formal Operational Stage

A

Hypothetico-deductive reasoning
deducing hypotheses from a general theory
pendulum problem Propositional thought
! evaluating the logic of verbal propositions
thinking of everything possible + narrowing down to what is probable
creating hypothesis of reality + testing them
more able to think like a scientist

98
Q

Piaget’s Theory: 
 Formal Operational Stage

A

pendulum task: explain speed with varying weights - children start testing, trial + error
adolescents start abstractly - think hypothetically
proposition: evaluate logical statements - one true, one false statement - develops in adolescents
children have difficulty evaluating if, then statements
begins + continues to develop as propositions become more complex

99
Q

Follow-Up Research on 
 Formal Operational Thought

A

School-age children start developing abstract thinking skills.
! problems with propositional thinking !logical necessity
Formal operations may not be universal. ! training, context contribute
! often fall back on easier thinking
! schooling essential factor
cannot work with 3 variables
adults still have trouble with propositions - heuristics

100
Q

Follow-Up Research on 
 Formal Operational Thought

A

possible that not everybody reaches formal operations
cultures without formal schooling - fail formal operation tasks
formal education centred around formal operations - training

101
Q

Information-Processing Improvements in Adolescence

A 
Attention
# Inhibition
# Memory strategies
# Knowledge
# Metacognition
# Cognitive self-regulation # Processing capacity
# Speed of thinking
small qualitative improvements in these areas
102
Q

Information-Processing Improvements in Adolescence

A

elaboration more likely to be used
substantial increase in knowledge due to education
metacognition*: evaluate own ideas, question ourselves
regulating heuristical thought, WM adult levels, improvements in frontal lobe - info processing speed

103
Q

Scientific Reasoning

A

Coordinating theory with evidence Improves with age
! from childhood through adulthood
! individuals vary Contributing factors:
! working memory capacity
! exposure to complex problems ! metacognitive understanding ! open-mindedness
coordinate theory with evidence
ability to postulate, improves in adolescence

104
Q

Scientific Reasoning

A

Kuhn: mouse in house - big/small, build a mini mouse house
pellet in house mouse
we use small door
in both circumstances of big door, pellet would be gone
if small door, then pellet would be there if the mouse was big
children fixated on consequence - don’t like absence of effect
like the big door circumstances

105
Q

Consequences of 
 Abstract Thought

A

Self-consciousness and self-focusing ! imaginary audience
!sensitivity to criticism ! personal fable
Idealism and criticism Planning and decision making
! inexperience
! overwhelming options

106
Q

Consequences of 
 Abstract Thought

A 
tested in school for complex problems
not fixated
improve metacognitive processes
more self conscious: think about themselves in deep detail, think abstractly, most frequent experience
Piaget: adolescent egocentrism
Info processing: interesting,
107
Q

Consequences of 
 Abstract Thought

A

believe they’re on stage for everyone else
reflect on self, if it’s salient to you, then it must be obvious to everyone else because it’s all you can think about
explains sensitivity to criticism
Piaget: fable - think they are unique/special ‘cause they think of their own experiences
can postulate ideal world - idealism - world as it could be
ideal world doesn’t match their reality - angst
decision making - no experience to know which option is the best - no practical knowledge

108
Q

School & Adolescence: A Series of Transitions

A 
Grades decline with each transition.
! higher standards
! less supportive teaching–
learning environment Lower self-esteem
! girls more than boys
109
Q

School & Adolescence: A Series of Transitions

A

performance always drops during points of transition
new experiences, new environment, new expectations
performance drops = lower self esteem
girls entering puberty - initial drop in self-esteem

110
Q

School Transitions 
 and Students with Problems

A

increase in truancy (skipping) + problem behaviours
truancy + problem behaviour increases even in well adjusted student
academic problems + mental health problems increase in truancy, but mental health problems don’t increase in problem behaviours
if they have both issues, might consider increased monitoring

111
Q

Helping Adolescents 
 Adjust to School Transitions

A

Parental involvement, monitoring Smaller units within schools Homeroom teacher relationships Classes with familiar peers
Minimize competition, treatment by ability at school
informed, but not to the point of excess - still want them to self govern

112
Q

Helping Adolescents 
 Adjust to School Transitions

A

groups that they can join - small unit you have contact with
homeroom - protective, monitor your performance
peers: help them pay attention, talk about assignments with
minimize emphasis in competition - focus on outcomes - test score
not mastery oriented, teaching them learned helplessness

113
Q

Supporting Academic Achievement

A 
Child-rearing practices
! authoritative
! joint decision making
! parent–school
partnerships School characteristics
! classroom learning experiences
! teaching
! tracking
114
Q

Supporting Academic Achievement

A

Peer influences
! value high achievement
Employment schedule ! vocational education
gives adolescent feelings of competence
partnership: supportive of school decisions

115
Q

Supporting Academic Achievement

A

in US, greater issue of more private schools - good teachers
tracking: telling kids 14-15 decide rest of life (vocational or university track)
peer influences: valuing education = greater performance
negative betw employment + grades - less time to devote to studies

116
Q

High School
 Dropout Rates

A

decreased in Canada, higher for boys - opportunity to have high paying labour jobs
has a long standing influence

117
Q

Dropout Prevention Strategies

A

Remedial instruction High-quality vocational training Personalized counselling
! address factors in students’ lives outside school
Extracurricular activities
danger of dropping out consider vocational training
usually has other issues that results in them dropping out

118
Q

Benefits of 
 Extracurricular Activities

A

Sports and Recreation
Less antisocial behaviour
Improved family relationships

119
Q

Benefits of 
 Extracurricular Activities

A

decreases likelihood of dropping out - give them reason to like school
when getting rid of extracurriculars increased drop out rate
cut suicide rate in half because they give them a reason to live

PSY210 (8 decks)

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