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48 Cards in this Set
- Front
- Back
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what are the boundaries of adolescence?
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begins around age 10, ends in early 20
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what are the three major controversies in human development?
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which exerts the greater influence on children-their genetic heritage (nature) or their environments (nurture)? Does development occur gradually (quantitative changes) or in sudden leaps called "stages" (qualitative changes)? are children "prewired" to act on and take charge of the world (active)? or are they shaped by experience so that they fit into the einvornment (passive)?
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influence by charles darwin, recapitulation- a biosocial thoery
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hall
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development was determined primary by instinct, by biological and genetic forces within the person, infancy-primitive
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hall
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adolescence- into civilization, inevitable, "storm and stress" caused by hormones
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hall
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ivan pavlov-classical conditioning
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behaviorism
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b.f. skinner- operant conditioning
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behaviorism
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focus on observable behavior and environment (the context of the learning)
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behaviorism
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adolescents are passive
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behaviorism
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we learn by observing behavior of others and the environmental outcomes of the behavior
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social learning theory
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bandura
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social learning theory
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explains how adolescent influenced by child-rearing methods of their parents and their peers' behavior
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social learning theory
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piaget- changes in the nature of thinking
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organismic theory
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freud- psychosexual conflict and restore of psychic balance
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organismic theory
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erikson- psychosocial crises and resolved crises
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organismic theory
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interplay between biological changes and contextual force that modify these biological changes
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organismic theory
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stage theorists and focus on qualitative changes
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organismic theory
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understand adolescents as a group
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sociological theory
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lewin and friedenberg- adolescent marginality and second class citizens status caused frustration and restlessness. marginality is inherent feature of adolescents because adults always control more power and resources
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sociological theory
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mannheim and coleman- each generation grow up under different social circumstances and thus develop different sets of values and beliefs, which then cause tension between generations
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sociological theory
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interest also the broader context
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historical and anthropological theory
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much more relativistic stance
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historical and anthropological theory
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developmental issues all depend on the social, political, and economic forces present at a given time
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historical and anthropological theory
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bakan-adolescence is a social invention
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historical and anthropological theory
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benedict- adolescence is a culturally defined experience (i.e. across different cultures)
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historical and anthropological theory
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what is the endocrine system?
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HPG feedback loop
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what is in the HPG axis?
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hypothalamus, pituitary gland, gonads
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what sex hormones do the gonads release?
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androgens and estrogens
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what are causes of HPG axis to kick on?
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presence of mature sexual partners (e.g. exposure to pheromones), nutritional resources (e.g. differences across countries and SES), leptin (protein produced by fat cells that have to accumulate enough in body fat), adrenarche (maturation of adrenal glands leads to physical (somatic) changes)
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what are the 5 major physical changes of puberty?
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adolescent growth spurt, development of primary sex characteristics (gonads), development of secondary sex characteristics (breasts, pubic hair), changes in body composition, changes in circulation and respiration
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what are the immediate impact of puberty?
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self esteem varies by gender and ethnicity, adolescent moodiness (more fluctuations throughout the day than adults, not solely due to hormones)
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what are changes in adolescent sleep patterns?
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delayed phase preference and later melatonin secretion, environmental influences and school start times
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what is equilibrium
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state of mind when the cognitive structure is balanced which mean that everythings makes sense
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what is assimilation
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new information fits existing structure
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what is accommadation?
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change your current structure so that you can fit the reality into it
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what is disequilibrium?
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when you have a mismatch between reality and the cognitive structure
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what is the zone of proximal development?
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zone in which children can do something with assistance
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what are the semiotic means?
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the tools that facilitate the co-construction of knowledge and the means that are internalized to aid future independent problem solving activity
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what are the 3 major assumptions made by stage theorists?
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each stage is associated with a distinc set of cognitive structures, behaviors/learning unfolds in a one directional invariable sequence, later stages build on earlier stages
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children cannot think about things that are not immediately in front of them, so they focus on what they ar seeing and doing at the moment, object permanence, representational though
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sensorimotor stage
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children can now think and talk about things beyond their immediate experience. however, they don't yet reason in a logical way. language development, extensive pretend play, egocentrism
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preoperational stage
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adult-like logic appears, but it is limited to reasoning about concrete, real life situations
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concrete operational stage
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conservation, reversible thinking
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concrete operational stage
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distinction between ones own prespective and other perspectives
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concrete operational stage
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logical reasoning proceses are applied to abstract ideas as well as concrete objects and situations
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formal operational thinking
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five changes in abilities that occur during adolescence based on information processing view
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ability to concentrate and stay focused on complicated tasks, ability to hold more information in your "temporary storage", the speed of processing information is faster, ability to use more strategies and organize information better, ability to think about thinking
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implications of brain maturation?
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limbic system matures at puberty, prefrontal cortex matures several years later, time gap may explain why adolescence is a period heightened experimentation with risk
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what are the two types of adolescent egocentrism?
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personal fable and imaginary audience
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