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90 Cards in this Set
- Front
- Back
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Puberty
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is derived from the Latin word pubescence, which means, "to grow hairy." The physical and biological changes of puberty are a central part of development during adolescence in all cultures, however the biological events interact with cultural influences.
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Endocrine System
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consists of glands in various parts of the body that release hormones into the bloodstream
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Hypothalamus
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where the hormonal changes of puberty begin
-which begins gradually to increase its production of gonadotropin-releasing hormone (GnRH). Fat cells produce leptin that signal the hypothalamus to release GnRH. |
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The increase in GnRH
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causes the pituitary gland to release gonadotropins — follicle-stimulating hormone (FSH) and luteinizing hormone (LH) — that stimulate the development of gametes (egg cells in the ovaries and sperm in the testes).
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The ovaries and testes are also known as the:
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gonads or sex glands
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In response to the stimulation from FSH and LH the gonads...
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increase their production of the sex hormones — estrogens and androgens.
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Feedback Loop
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runs between the hypothalamus, the pituitary gland, the gonads, and the adrenal glands, which monitors and adjusts the levels of the sex hormones.
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adolescent growth spurt
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is one of the earliest signs of puberty. At peak height velocity, girls grow at about 3.5 inches/year and boys grow at about 4.1 inches/year. Girls typically reach the beginning of their growth spurt and their peak height velocity about 2 years earlier than boys.
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Asynchronicity
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in growth means that some parts of the body grow faster than others. The extremities are the first to hit the growth spurt. There is a spurt in muscle growth due largely to the increase in testosterone, which is larger for boys. Levels of body fat increase during puberty but more for girls than for boys. In both boys and girls, the heart becomes larger, heart rate falls and vital capacity of the lungs increases. Gender differences exist in cultural expectations for physical activity in many cultures.
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emerging adulthood is the period of peak....
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physical functioning. During this period bones continue to grow in density, maximum calcium levels are reached, maximum oxygen uptake peaks, cardiac output peaks, and reaction time is faster in the early-20s then in any other period of life
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Females (puberty stuff)
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Females are born with about 400,000 immature eggs, called follicles, in each ovary. By puberty, this number has declined to about 80,000 in each ovary. Once menarche occurs, one follicle develops into an ovum every 28 days or so.
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Males (puberty stuff)
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have no sperm in their testes when born and do not produce any until puberty. The first production of sperm is called spermarche and after this, the average male produces millions of sperm every day.
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Both Males and Females grow hair...
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in their pubic areas, underneath their arms, on their faces, and on their arms and legs. Boys also begin to grow hair on their chests and sometimes their shoulders and backs. During puberty, skin becomes rougher, sweat glands increase production, bones become harder and more dense, and there is a deepening of the voice. Breast development occurs in females and in a substantial proportion of males.
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Menarche, (trends)
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A secular trend downward in the age of menarche has occurred in every Western country for which records exist due to improvements in nutrition and medical care and the average age of menarche is lowest in industrialized countries. Within countries, affluent girls tend to menstruate earlier than girls from poorer families. Girls who keep their weight down experience later menarche and have inconsistent periods. Human females appear to have a genetically established reaction range for the age of menarche.
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The distance hypothesis
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states that it may be adaptive for young people to move away from closeness so they can mate outside of the family but this hypothesis is generally thought to be untrue
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Puberty tends to begin earlier for girls ...
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in families with a non-biological male adult evidently due to the exposure to pheromones. Family stress and conflict are related to early puberty in girls.
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The effects of early maturation for boys are
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positive in some ways and negative in others. They tend to have more favorable body images and higher popularity but they also tend to become involved earlier in delinquency, sex, and substance abuse. Late maturing boys have higher rates of alcohol use and delinquency and tend to have lower grades in schools.
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In the nature-nurture debate
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some scholars have claimed that human behavior can be explained by biological factors (nature) while others have claimed that it can be explained by environment (nurture). Most scientists agree that both biology and environment play roles in human development but continue to debate the relative strength of nature and nurture
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Passive genotype-environment interactions
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occur in biological families when parents provide both genes and environment for their children
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Adoption studies
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avoid the problem of passive genotype-environment
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Evocative genotype-environment interactions
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occur when a person's inherited characteristics evoke responses from others in their environment
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Active genotype-environment interactions
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occur when people seek out environments that correspond to their genotypic characteristics.
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in childhood (genotype info)
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In childhood, passive genotype-environment interactions are especially pronounced and active interactions are relatively weak. With age passive genotype-environment interactions diminish and active interactions also increase. Evocative genotype-environment interactions remain relatively stable from childhood through emerging adulthood.
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cognitive-development
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changes during adolescence and emerging adulthood in how young people think, how they solve problems, and how their capacities for memory and attention change
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Piaget's THeory
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describes general changes in mental structures and problem-solving abilities that take place during childhood including adolescence
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Maturation
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The driving force behind development through stages
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The active construction of reality takes place through the use of
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SCHEMES
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Assimilation
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when new information is altered to fit an existing scheme
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Accomadation
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which entails changing the scheme to adapt to new information are the processes involved in schemes
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Sensorimotor Stage
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Age 0-2
which involves learning how to coordinate the activities of the senses with motor activities |
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preoperational stage
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Age 2-7
which involves the capability to represent the world symbolically |
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Concrete Operations Stage
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Age 7-11
capable of using mental operations, but only in concrete, immediate experience, difficulty thinking hypothetically |
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Formal Operations
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Age 11-15/20
Capable of thinking logically and abstractly, capable of formulating hypotheses and testing them systematically, thinking is more complex, and can think about thinking (metacognition) -able to solve logical puzzles and engage in discussions about abstract ideas in ways they couldn't when they were younger. |
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metacognition
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the capacity to think about one's own thoughts, enables adolescents to learn and solve problems more efficiently
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Piaget underestimated
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individual differences in the extent to which people use formal operations and how much effort, energy, and knowledge it takes to use formal operations. In many cultures formal operational thought does not develop, especially those without formal schooling. There is widespread support for the idea that formal operations is a universal human potential but the forms it takes in each culture derive from the kinds of cognitive requirements in that culture.
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Pragmatism
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involves adapting logical thinking to the practical constraints of real-life situations
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Cognitive development in the early twenties
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reflects greater incorporation of practical limits to logical thinking and a growing awareness that social factors and specific factors must be accounted for in life's problems.
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Basseches
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dialectical thought develops in emerging adulthood, and involves a growing awareness that problems often have no clear solution, and two opposing strategies or points of view may each have some merit
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Reflective Judgement
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is the capacity to evaluate the accuracy and logic of evidence and arguments
Reflective judgment begins to develop in the late teens through a stage of multiple thinking. By the early twenties, relativism develops. Finally, many people reach the commitment stage, in which they commit to a view believed to be most valid, while being open to reevaluating their views. |
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The information-processing approach
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views cognitive change as continuous and focuses on the thinking processes that exist at all ages. This approach is componential in that it breaks down thinking into its various components of attention, processing, and memory.
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Selective Attention
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is the capacity to focus on relevant information while screening out irrelevant information. Adolescents are more adept at selective attention, divided attention, and at focusing on the relevant aspects of a problem.
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Short Term Memory
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is for information that is currently the focus of attention and is retained for only a short time
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Long Term Memory
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memory for info that is commited to longer term storage, so that you can draw on it again after a period when your attention has not been focused on it
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Practical Cognition
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is concerned with how cognition operates as applied in practical situations and involves critical thinking and decision-making
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Critical Thinking
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involves analyzing information, making judgments about meaning, relating it to other information, and considering ways in which it might be valid or invalid. According to Keating, a wider range of knowledge, the ability to consider different kinds of knowledge simultaneously, and more cognitive strategies all lead to the greater potential for critical thinking in adolescence.
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Behavioral Decision Theory
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the decision-making process includes identifying the range of possible choices, identifying the consequences of each choice, evaluating the desirability of each consequence, assessing the likelihood of each consequence, and integrating this information. Competence in this process varies with age.
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Klaczynski proposed that adolescent decision-making is based on
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an analytic cognitive system and a heuristic cognitive system. Analytic reasoning advances during adolescent, but heuristic factors do not necessarily.
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Social Cognition
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the way we think about other people, social relationships, and social institutions, includes three aspects: perspective taking, implicit personality theories, and adolescent egocentrism.
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Perspective Taking
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the abilty to understand the thoughts and feelings of others
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Adolescent Egocentrism
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adolescents have difficulty distinguishing their thinking about their own thoughts from thinking about the thoughts of others
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Implicit personality theories
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are judgments about what others are like and why they behave the way we do. Implicit personality theories change with age, going from very concrete in childhood to abstract, complex, and organized in late teens and twenties.
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Imaginary Audience
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believing others are thinking about them a lot
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Personal Fable
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the belief in an imaginary audience that is highly conscious of how you look and act leads to the belief thatthere must be something special, something unique about you
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Optimistic Bias
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the tendency to assume that accidents, diseases, and other misfortunes are more likly to happen to others than to ourselves
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The psychometric approach
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attempts to understand human intelligence by using intelligence tests
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Alfred Binet
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developed the 1st Intelligence test in 1905
consisted of 30 questions |
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When Black children are raised in adoptive white families
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their IQ's are as high or higher than the average IQ for WHites
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Overall differences in IQ btwn WHITES and Blacks are due to
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cultural and social class differences rather than genetics
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Vygotsky's theory
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sociocultural theory because he views cognition as both a social and cultural process. Children learn though interactions with others and require assistance from others to learn what they need to know. What children need to know is determined by the culture they live in.
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The zone of proximal development
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the gap between what people can accomplish alone and what they are capable of doing if guided by an adult or more competent peer. Scaffolding refers to the degree of assistance provided in the zone of proximal development.
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In cultural psychology
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cognition is inseparable from culture and cultural psychologists seek to analyze how people use cognitive skills in the activities of their daily lives.
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symbolic inheritance
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a set of ideas and understandings both implicit and explicit, about persons, society, nature and divinity
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Gender Roles
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beliefs about the kinds of work, appearance, and other aspects of behavior that distinguish women from men
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Cultural Beliefs
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are the commonly held norms and moral standards of a culture, the standards of right and wrong that set expectations for behavior. These beliefs are usually rooted in the culture's symbolic inheritance and include the roles that are appropriate for particular persons.
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Socialization
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the process by which people acquire the behaviors and beliefs of the culture they live in
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Self Regulation
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the capacity for excersizing self-control in order to restrain one's impulses and comply with social norms
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Sources of Meaning
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which indicate what is important, what is to be valued, and what is to be lived for
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Broad Socialization
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favor individualism
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Narrow Socialization
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favor collectivism
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A Custom Complex
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consists of typical practice in a culture and the cultural beliefs that provide the basis for that practice. Every aspect of development and behavior can be analyzed as a custom complex. The custom complex is the central focus of cultural psychology
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The one collectivistic value that endured for Chinese adolescents living in Western countries
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concerned “family as residential unit,” which included the belief that aging parents should live with their adult children and the belief that unmarried children should live with their parents until they marry.
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secular
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based on non-religious beliefs and values
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heteronomous morality
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which corresponds to the preoperational stage, moral rules are viewed as having a sacred, fixed quality and are believed to be handed down from figures of authority
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Autonomous morality
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reached with the onset of formal operations, involves a growing realization that moral rules are social conventions that can be changed if people decide they should be changed. Autonomous morality also includes motivations for behavior rather than just consequences. Piaget believed that moral development is promoted by interactions with peers
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Preconventional reasoning
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Moral reasoning is based on perceptions of the likelihood of external rewards and punishments
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Conventional Reasoning
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Moral reasoning is less egocentric, and the person advocates the value of conforming to the moral expectations of others
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PostConventional Reasoning
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Moral reasoning is based on the individual's own independent judgments rather than on what others view as wrong or right
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justice Orientation
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places a premium on abstract principles of justice, equality, and fairness when judgments are made about moral issues
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Care Orientation
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involves focusing on relationships with others as the basis of moral reasoning
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worldview
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is a set of cultural beliefs that explain what it means to be human, how human relations should be conducted, and how human problems should be addressed
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Ethic of Autonomy
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define the individual as the primary moral autority. individuals are seen as having the right to do as they wish, so long as their behavior does no direct harm to others
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Ethic of Community
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defines individuals as members of social groups to which they have commitments and obligations. the responsibilities of roles in the family, community, and other groups are the basis of ones moral judgments
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Ethic of Divinity
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defines the individual as a spiritual entity, blah vlahckl;swavjwkla
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Socially desirable behavior
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behavior you believe would be approved by others
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Punishment and obedience orientation
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rules should be obeyed to avoid punishment from those in authority
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Individualism and purpose orientation
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what is right is what satisfies ones own needs and occasionally the needs of others, and what leads to rewards for oneself
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Interpersonal Concordance Orientation
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care of and loyalty to others is emphasized in this stage, and it is seen as good to conform to what others expect in a certain role (ex) good wife, good girl
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Social Systems Orientation
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moral judgments are explained by referenceto concepts such as social order, law, and justice. social rules and laws must be respected for social order to be maintained
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Community rights and individual rights orientation
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the person reasoning at this stage views society's laws and rules as important, but also sees the importance to question them and change them if they become obstacles to the fulfillment of ideas such as freedom and justice
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Universal Ethical principals orientation
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person has developed an independent moral code based on universal principles. when laws or social conventions conflict with these principles, it is seen as better to violate the laws or conventions than the universal principles
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