Week 7 - Adolescence

Question 1

what age range is adolescence

Answer 1

11-20 YO

Question 2

what stage according to piaget’s theory is adolescence in

Answer 2

formal operational

Question 3

what can people in formal operational stage do

Answer 3

• more abstract thinking that typifies adolescence and adulthood
• hypo thetico deductive (systematic reasoning)
• propositional (making inferences from premises which are presented as true)
• formal operational thinking is absolute and involves making decisions based on personal experience and logic
• Systematic consideration of all possible situations
• Logical understanding of abstract/intangible concepts

Question 4

what is hypothetico-deductive reasoning (systematic reasoning)

Answer 4

it involves hypothesizing and then using deduction to predict and test outcomes.

Question 5

what is post formal thinking

Answer 5

• more complex than formal operational thinking
• involves making decisions based on situational constraints and circumstances and integrating emotion with logic to form context dependent principles

Question 6

what is concrete thinking

Answer 6

• the stage before formal thinking
• focuses on the literal and tangible aspects of situation
• they rely on specific examples, facts and direct experiences rather than abstract concepts or hypothetical situations

Question 7

how long is short term or working memory for 11-20 YO

Answer 7

information retention up to 30 sec

Question 8

what is the prospect theory

Answer 8

• balance between potential risk or gain
• risk aversive vs risk seeking behaviour

Question 9

what is eriksons conflict in adolescence 11-20YO

Answer 9

identity vs role confusion

Question 10

how is identity formed

Answer 10

• through exploration and experimentation

Question 11

what are factors affecting identity development

Answer 11

• few sex differences in identity outcome but significant differences in processes
• males establish identity than relationships
• female identity more tied to relationships
• gender role differences are more influential than gender
• peer groups
• positive adult and peer role model
• personality and psychological wellbeing
• cultural factors
• societal factors (SES, political instability, unemployment)

Question 12

How is self developed

Answer 12

Self concept more complex and abstract
- perspective taking (adolescent egocentrism, personal fable, imaginary audience)
- recognise inconsistencies of self
resolution leads to coherent sophisticated, accurate self image

Question 13

what is adolescent egocentrism

Answer 13

where teenagers tend to have a heightened focus on themselves and an exaggerated sense of how other perceive them.
it includes imaginary audience and personal fable

Question 14

what is personal fable

Answer 14

how adolescents think that their thoughts, feelings and experiences are unique and special and that no one else can truly understand them.
May also think that they are invulnerable or invincible

Example: A teenager might think, “No one understands how deeply I feel about this breakup,” or “I won’t get hurt if I take this risky action because I’m different.”

Question 15

what is imaginary audience

Answer 15

Adolescents believe that they are the center of attention and that others are constantly watching and judging them

Question 16

what is resolution of self inconsistencies

Answer 16

process by which individuals reconcile conflicting aspects of their self concept or beliefs.
Includes recognizing contradictions in their behaviours or thoughts and resolve it by changing behaviour, reevaluating beliefs, … ect

Question 17

What is dunphys definition of a clique and it’s function

Answer 17

• a group of 3-9 members
• characterised by close relationships
• provide security, group norms

Question 18

what are the stages of changes of group structure

Answer 18

• early cliques and crowds (11-13yrs) are unisex, isolated, uncoordinated
  stage 2 - superficial mixing of male and female groups
  stage 3 - leaders form mixed sex clique
  stage 4 - various mixed sex groups loosely link as a crowd
  stage 5 - couples form

Question 19

Describe adolescent friendships

Answer 19

• one or two close friends, same sex
• based on mutuality and intimacy
• appreciate each other’s uniqueness
• complementarity is important - different strengths provide mutual benefit
• friendship provide social and emotional support

Question 20

what does kohiber’s moral reasoning focuses on

Answer 20

justice

Question 21

what is kohiber’s moral reasoning

Answer 21

Kohlberg’s theory has been influential in understanding how moral reasoning develops, though it has been critiqued for emphasizing justice and not sufficiently addressing other moral values, like care and compassion, as seen in Carol Gilligan’s critique.

Question 22

What are the 3 levels of Kohlberg’s theory

Answer 22

• Preconventional level (stage 1 and 2)
• Conventional level (stage 3 and 4)
• Post conventional level (stage 5 and 6)

Question 23

What is the emphasis of preconventional level in Kohlberg’s theory

Answer 23

emphasis on avoiding punishments and getting awards

Morality based on personal consequences (Stages 1 & 2).

Question 24

What is the emphasis of the conventional level in Kohlberg’s theory

Answer 24

emphasis on social rules

Morality based on conformity to societal expectations and maintaining order (Stages 3 & 4).

Question 25

What is the emphasis of the postconventional level in Kohlberg’s theory

Answer 25

moral principles

Morality based on abstract, universal principles (Stages 5 & 6).

Question 26

What is Heteronomous morality (stage 1) of kohlberg’s theory

Answer 26

Heteronomous morality: ethics of punishment and obedience

good is what follows externally imposed rules and rewards and is whatever avoids punishment

Example: A child refrains from taking a cookie because they fear being scolded.

Question 27

What is Instrumental purpose (stage 2) of Kohlberg’s theory

Answer 27

Instrumental purpose; ethics of exchange

good is whatever is agreeable to the individual and to anyone who gives or receives favours

The belief that right actions are those that serve one’s own needs.

A focus on individual gain or exchanges, such as doing favors with the expectation of receiving something in return.

Example: A child shares a toy expecting that the other child will share theirs later.

Question 28

What is Interpersonal normative morality (stage 3) of Kohlberg’s theory

Answer 28

Interpersonal normative morality; ethics of peer opinion

Good is whatever pleases or helps others and brings approval from friends or peer group

Focus: Gaining social approval and maintaining relationships.

Example: A teenager tells the truth because they want to be seen as trustworthy by their peers or family.

Question 29

What is Social system orientation (stage 4) of Kohlberg’s theory

Answer 29

Social system orientation: conformity to social system, ethics of law and order

good is what ever conforms to existing laws, customs and authorities, contributions for the good of society as a whole

Focus: Upholding laws and social rules

Example: An adult follows traffic laws because they believe it’s essential for public safety, even when no one is watching.

Question 30

What is Social contract orientation (stage 5) of Kohlberg’s theory

Answer 30

Social contract orientation, ethics of social contract and individual rights

Good depends upon consensus principles in the face of various individual value, common principles should be upheld for the ultimate welfare of society

Focus: Social contracts and individual rights.

Moral Reasoning: Individuals recognize that laws and rules exist for the common good but also see that they can be changed if they are unjust. There is a focus on individual rights and democratic processes.

Example: A person supports changing an unfair law, believing that laws should promote the greatest good for the greatest number.

Question 31

What is ethics of self chosen universal principles (stage 6) of kohlberg’s theory

Answer 31

ethics of self chosen universal principles

good is whatever is consistent with personal, general moral principles relating to universal justice and human rights that may be at odds with society’s laws

Focus: Universal moral principles.

Example: A person may choose to disobey an unjust law, such as in the case of civil disobedience, because they believe it violates fundamental human rights.

Question 32

What is the socioemotional network

Answer 32

• responsible for processing social and emotional information
• highly sensitive to emotional and social stimuli and awarding behaviours
• can be over stimulated by strong emotions and social situations

Question 33

What is the cognitive control network

Answer 33

• controls higher order cognitive processes including attention, working memory, planning and decision making

Question 34

what is the development of socioemotional network and the cognitive control network during adolescence

Answer 34

• the socioemotional network develops during adolescence
• cognitive network develops gradually over a longer period of time
• this causes higher risk taking behaviour when there are big emotions or social influences, influencing decision making

Question 35

What is propositional reasoning

Answer 35

• involving the manipulation of propositions or statements that are either true or false
  e.g.
  Consider the propositions “If it rains, then the ground will be wet” (If P, then Q). If you observe that it is raining (P), you can deduce that the ground will be wet (Q). This is an example of logical, propositional reasoning.

Question 36

What is intuitive reasoning

Answer 36

Based on instinct or gut feeling, it’s a fast, automatic process without conscious, formal logic. Often derived from experience or subconscious processes.