Adolescent Dev #1

Front 1

The Redefiniton of Adolescence

Back 1

Adolescence is beginning earlier than in the past because puberty is beginning to start earlier. Age of marriage is later, education is longer, there is also a delay in entrance to the work force.

Front 2

3 Criteria for adulthood

Back 2

1. Accepting responsibility for oneself 2. Making independent decisions 3. Becoming financially independent.

Front 3

Other cultures transition into adulthood

Back 3

most cultures marriage is the transition to adulthood.

Front 4

Collectivist culture

Back 4

Don’t value independence. Achievements based on the group.

Front 5

Scientific method

Back 5

identify a question, formulate explanations than then carry out the research

Front 6

Theories

Back 6

a broad explanation

Front 7

Hypothesis

Back 7

A specific testable prediction

Front 8

Operationalization

Back 8

Translating to testable measure ex: we will violence by number of acts of aggression per hour.

Front 9

Cross-sectional research

Back 9

Different people, different ages at the same time. Ex: looking at different stages of puberty. This is not ideal because of individual differences, however it is easy and cheap.

Front 10

Longitudinal

Back 10

Start at age ten and follow them for 10 years. Very expensive, high drop out (attrition), it does account for individual differences, there is a cohort affect (similar experiences that affect a certain age group)

Front 11

Cross-sequential design

Back 11

The best type of study. Combines studying different ages groups over an extended period of time. This is no cohor affect, however it is expensive and there is high attrition.

Front 12

True experiemtn

Back 12

The only way to infer cause, one or more variables are manipulated by the experiementer in a controlled setting.

Front 13

Independent Variable

Back 13

Variable manipulated by the experimenter (I control whether I eat right)

Front 14

Depenent Variable

Back 14

Variable measure or expected to change as a result of the manipulation (ex: stomach aches)

Front 15

Weakness of a true experiment

Back 15

Artificial setting may not generalize.

Front 16

Correlational Designs

Back 16

Strength and direction of the relationship. Between negative one and positive 1. Weak correlation .25, moderate .25-.6, strong .6-1

Front 17

Reliability

Back 17

: Similar results on different occasions, the results are consistent.

Front 18

Validity

Back 18

truthfulness of a measure, if your measuring what you think you’re measuring.

Front 19

Primary sex characteristics

Back 19

Required for reproduction: Females born with their eggs, men produce sperm in adolescent.

Front 20

Secondary sex characteristics

Back 20

No necessary for reproduction. Hair growth, skin changes (upper arms and thights rougher, changes in secretion), voice changes, breast development

Front 21

Culture and the timing of puberty

Back 21

The higher the income the earlier an age of puberty. US-African Americans and Hispanics tend to start earlier. It is more about the type of health you have than it is about ethnicity.

Front 22

Earlier Pubertal Onset

Back 22

Every decade girls have their period 4 months earlier. The age of puberty is decreasing rapidly due to industrialization and technology and health ades to lower the age of menarche.

Front 23

Prevention of Eating disorders #1

Back 23

Learn the truth about the disorder: #1 Learn the truth about the disorder : It is a diagnosable psychological, medical and nutritional problem. It is among the most difficult disorders to treat and overcome. Has the highest mortality rate of all the psychiatric disorders. Have an intense fear of gaining weight, body image disturbance, amenorrhea (menstruation stops).

Front 24

Bulimia Nervosa

Back 24

Recurrent binge eating, lack of control, recurrent inappropriate compensatory behavior, body image disturband.

Front 25

Males and Anorexia

Back 25

These is a rising number of males struggling with anorexia

Front 26

Culture and Anorexia

Back 26

African Americans and Hispanics don’t struggle with anorexia as much.

Front 27

Emotional consequences of anorexia

Back 27

Low self esteem, distorted thoughts and feelings, feeling of hopelessness and helplessness, becoming numb and checking out of life

Front 28

Social consequences of anorexia

Back 28

Withdrawal and isolation, strained relationships with family and friends, fear of being in public, loss of activities and hobbies, inabilitly to successfully engage in school work.

Front 29

Prevention of eating disorders

Back 29

#1 Learn the truth about the disorder #2 Be a critical consumer of the Media #3 Own your own body #4 Develop your identity and spirituality

Front 30

Piaget’s Theory

Back 30

Children of different ages think differently. His approach is known as the cognitive debelopmental approach. Changes in cognitive debelopment proceed in distinct stages. The driving forces behind debelopment from one stage to the next is maturation.

Front 31

.Maturation and piaget

Back 31

Piaget portrayed maturation as an active process. Childrene seek out information and stimulation in the environment that matches the maturity of their thinking.

Front 32

Piagetian Stages

Back 32

Sensorimotor 0-2: Cognitive debelopmetn involves learning how to coordinate activities of the sense with motor activities. Preoperational 2-7: capable of representing the world symbolically. Concerrete operations 7-11: Become more adept at using mental soperations which leads to a more advanced understanding of the world. Formal operations 11-15= Allows adolescents to reason about more complex tasks and problems involving multiple variable.

Front 33

Limitations of Piagets’ Theory

Back 33

formal operations is the most critized because of 2 limitations. Individual difference in the attainment of formal operations is not covered. And cultural basis of adolescent cognitive development is not explained because these stages vary by cultures.

Front 34

Inductive reasoning

Back 34

making an observation, drawing on past experiences and looking at ideas from authority and then making a general conclusion

Front 35

Deductive reasoning

Back 35

Starting with a general principle and then thinking how can I test it, examine it.

Front 36

Abstract thinking

Back 36

often things we feel passionate about like faith and justice, these are abstract words that are not physical

Front 37

Metacognition

Back 37

thithinking about your own thinking, understanding how your mind works.

Front 38

Complex thinking

Back 38

sarcasm, anything that is multi dimensional

Front 39

Relativism

Back 39

things aren’t black and white anymore, there is a gray area.

Front 40

Vygotsky’s sociocultural theory

Back 40

: according to this theory cognitive development is inherently both a social and cultural process: it is social because children learn through interactions with others and require assistance from others in order to learn what they need to know. It is cultural because what children need to know is determined by their culture they live in.

Front 41

Information processing approach

Back 41

views cognitive change as continuoys and gradual. Focus is on the thinking process that exist at all ages. The original model for this approach was the computer

Front 42

Attention

Back 42

children have a hard time with selective attention

Front 43

Memory

Back 43

: memory steadily gets better, adolesecne capable of remembering more.

Front 44

Speed

Back 44

children slow and deliberate, into adoelsence speed increases

Front 45

Automaticity

Back 45

with age and practice things get easier

Front 46

Limitation of information Processing

Back 46

Reductionism: breaking up a phenomenon into separate parts to such an extent that the meaning oand coherence of the phenomenon as a whole becomes lost. The computer analyogy doesn’t work because computers have no capacitiy for self-reflection, no awareness of how their cognitive processes are integrated, no emotions or feelings.

Front 47

Stages of perspective taking

Back 47

1. Put yourself in other’s shoes 2. Mutual Rold Taking (Can understand cause and affect and see others perspective) 3. Societal Orientation: Understand perspective is based on economic status and culture.

Front 48

Implicit Personality Theories

Back 48

Judgements about what other persons are like and why they behave the way they do. Ex: why did my roommate not do dishes? Attribution: slob, don’t care, lazy, to make us made.

Front 49

Implicit Personality Theories and Age:

Back 49

In childhood they focus on external traits, middle childhood: internal traits and abilities (simple traits, nice, happy), Adolescence: more abstract (understanding that someone can act different ways in different situations.

Front 50

Optimistic Bias

Back 50

The tendency to assume that accidents, diseases and other misfortunes are more likely to happen to others than ourselves. Both adolescents and adults have optimistic bias with regard to health risk behavior.

Front 51

Gender intensification

Back 51

during adolescence gender differences are more pronounced due to intensified pressures to conform to social gender roles

Front 52

Androgyny

Back 52

individuals who have both masculine and feminine character traits

Front 53

3 p’s of manhood

Back 53

: provide, protect, procreate

Front 54

Gilmore Article and manhood

Back 54

Men want to have cattle so they can be the most generous, often results in stealing cattle so they can have the most cattle. Moranhood: Circumcision, can’t make nay sounds or they aren’t man. If they make noise thiey’re shamed. They denounce mom, dnenounce milk and meet. Sacrifice ox to show they can provide.

Front 55

Individualist culture

Back 55

(USA) Promote independent, individualistic self, encourage self reflection, self-esteem highly valued. Ex: Reeses box

Front 56

Collectivist culture

Back 56

Interdependent self (no concept of self esteem), needs and interests of others take precedence over self esteem. Kenya: defined by your role. Name often represents where your place is in the group.

Front 57

Differentiation

Back 57

you can be different in different situations

Front 58

False self

Back 58

self presented to others that is inconsistent with actual thoughts and feelings. Most likely to be falst around romantic partners, then friends.

Front 59

Self-esteem

Back 59

overall sense of worth

Front 60

Self concept

Back 60

way person views and evaluates him/herself. I’m good at this and bad at this.

Front 61

Variability in self esteem

Back 61

After 8th grade there is a rise in self esteem. Imaginary audience could affect the drop of self esteem, puberty could affect loss of self esteem.

Front 62

Aspects of self esteem

Back 62

scholastic competence, social acceptance (2nd most important), athletic competence, physical appearance (most important), job competence, romantic appeal, behavioral conduct, close friendship.

Front 63

Influences on self esteem

Back 63

Approval by parents and peers (1. Compliment your children for things other than appearance. 2) Praise effort and not performance). School succeses.

Front 64

Erickson and identity

Back 64

Identity vs. identity confusion.

Front 65

Bicutural

Back 65

identify with their culture and the majority

Front 66

Assimilated

Back 66

don’t identify with ethnic group but identify with the majority

Front 67

Separated

Back 67

identify with their ethnic group but don’t identifiy with the majority

Front 68

Marginal

Back 68

don’t identify with their ethnic group of the majority

Front 69

Diffusion

Back 69

no commitment and no exploration

Front 70

Foreclosure

Back 70

has commited but has not explored

Front 71

Moratorium

Back 71

exploring but hasn’t made a commitment

Front 72

Edientity achievement

Back 72

has explored and made a commitment.