• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/96

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

96 Cards in this Set

  • Front
  • Back
PSYCHOLOGY
SCIENTIFIC STUDY OF BEHAVIOR AND MIND. BEHAVIOR IS DIRECTLY OBSERVABLE ACTIONS AND RESPONSES, MIND IS INTERNAL STATES AND PROCESSES (must be inferred from observable, measurable responses)
MAJOR SUBFIELDS OF PSYCH
-BIOPSYCHOLOGY
-DEVELOPMENTAL
-EXPERIMENTAL
-INDUSTRIAL-ORGANIZATIONAL
-PERSONALITY
-SOCIAL
-CLINICAL
-COGNITIVE
BIOPSYCHOLOGY
- focuses on the biological underpinnings of behavior (a set of ideas, motives, or devices that justify or form the basis of something)
- study how brain processes, genes, and hormones influence our actions, thoughts, and feelings
how evolution has shaped our psychological capabilities (capacity for advanced thinking and language) and behavioral tendencies
DEVELOPMENTAL
- examines human physical, psychological, and social development across the lifespan
- study infants' emotional world, while others study how different parenting styles psychologically affect children or how our metal abilities change during adolescence and childhood
EXPERIMENTAL
- focuses on basic processes such as learning, sensory systems, perception, and motivational states.
- this research is most of the time with animals.
INDUSTRIAL- ORGANIZATIONAL (I/O)
- studies leadership, teamwork, and factors that influence employees’ job satisfaction, work motivation, and performance.
in this field, psychologists make tests to help employers identify the best job applicants and design systems that companies use to evaluate employee performance.
PERSONALITY
- focuses on the study of human personality
- psychologists look to find core personality traits and the way different traits relate to one another and influence behavior
- also make tests to measure personality.
SOCIAL
- examines people’s thoughts, feelings, and behavior pertaining to the social world
- studies how people influence one another, behave in groups, and form impressions and attitudes
- study: attraction and love, prejudice and discrimination, helping, and aggression
CLINICAL PSYCH
the study and treatment of mental disorders
COGNITIVE PSYCH
study of mental processes, esp. from a model that views the mind as an info processor
4 MAJOR GOALS OF PSYCHOLOGY
- Description: most basic goal; psychologist seek to describe how people behave, think and feel.
- Explanation: typically take the form of hypotheses and theories that specify the causes of behavior
- Control: psychologist exert control by designing experiments or other types of research to test whether their proposed explanations are accurate.
- Application: finally many psychologist apply psychological knowledge in ways that enhance human welfare.
3 GENERAL LEVELS OF ANALYSIS PSYCHOLOGISTS USE TO STUDY BEHAVIOR
Biological level:
- Brain Function
- Stress hormones and physiology
- Genetic factors
- Evolution
Environmental Level:
- Stimuli in immediate physical and social environment
- Previous life experiences
- Cultural Norms and socialization
Psychological Level:
- Thinking, memory, attention, beliefs
- Desires, values, expectations, personality characteristics
- Conscious and unconscious influences
BASIC RESEARCH
reflects the quest for knowledge for its own sake
how & why people behave, think, and feel the way they do (ex. are shy children more likely to be anxious?)
APPLIED RESEARCH
designed to solve specific, practical problems
DO something with the knowledge (ex. can we teach shy children to be more social to prevent anxiety?)
RENE DESCARTES
held a position of mind-body dualism, the belief that the mind is a spiritual entity not subject to physical laws that govern the body
THOMAS HOBBES
held a position of monism holds that mind and body are one and not a separate spititual entity
WILLIAM WUNDT
- Structuralism: analysis of the mind in terms of its basic elements
- founded 1st experimental psychology lab at university of leipzig in germany
EDWARD TITCHENER
- Student of William Wundt
- Structuralism: analysis of the mind in terms of its basic elements
- Founded psychology lab at Cornell in U.S.
WILLIAM JAMES
- leader in functionalist movement
PSYCHOANALYTIC
the analysis of internal and primarily unconscious psychological forces
PSYCHODYNAMIC
they downplay the role of hidden sexual and aggressive motives and focus more on how early relationships with family members and other caregivers shape the views the people that form of themselves and others.
COGNITIVE BEHAVIORISM
proposes that learning experiences and the environment influence our expectations and other thoughts and in turn that our thoughts influence how we behave
RADICAL BEHAVIORISM
B.F. Skinner created this approach
- society could harness the power of the environment to change behavior in beneficial ways
MAJOR ETHICAL PRINCIPLES IN HUMAN & ANIMAL RESEARCH
1) Beneficence
2) Responsibility
3) Integrity
4) Justice
5) Respect
HUMAN RESEARCH STANDARDS
Informed consent:
- purpose and procedures
- potential risks and benefits
- right to decline participation and withdraw w/o penalty
- confidentiality and safeguarding privacy
Children
- consent from parents and then again from children
-risk/benefit analysis: the potential risk must be weighed against benefits
- deception can be used when no alternative is available
- must be disclosed during debriefing
ADVANTAGE OF EXPERIMENTS
powerful tool for examining cause-effect relations
KEY CHARACTERISTICS AND LOGIC OF EXPERIMENTS
- manipulate one or more variables
- measure whether this manipulation influences other variables
- attempt to control extraneous factors that might influence the outcome of the experiment
INDEPENDENT VARIABLE
refers to the factor that is manipulated or controlled by the experimenter (cause)
DEPENDENT VARIABLE
the factor that is measured by the experimenter and that may be influenced by the independent variable (effect)
EXPERIMENTAL GROUP
group that receives a treatment or an active level of the independent variable (pill)
CONTROL GROUP
not exposed to the treatment or receives a zero-level of the independent variable (no pill)
RANDOM ASSIGNMENT
procedure in which each participant has an equal likelihood of being assigned any one group within an experiment (people assigned to a group)
COUNTERBALANCE
procedure in which the order of conditions is varied so that no condition has an overall advantage relative to the others
WHY SCIENTISTS CAN'T DRAW CONCLUSIONS FR. CORRELATIONAL RESEARCH
doesn’t establish causation; both variables can influence each other (biodirectionality); a third variable can influence both X & Y (spurious)
CHARACTERISTICS OF GOOD THEORY
- Incorporates existing knowledge within a broad framework; that is; it organizes info in a meaningful way
- it is testable
- the predictions made by the theory are supported by the findings of a new research
- it conforms to the law of parsimony: if two theories can explain and can predict the same phenomenon equally well, the simpler theory is the preferred one.
OPERATIONAL DEFINITIONS
identifies one or more specific, observable events or conditions such that any other researcher can independently measure and/or test for them

Example: A researcher measuring happiness and depression on college students decides to use a ten-question happiness scale to measure positive outlook in her subjects. In other words, her operational definition of happiness in this case is a given subject’s score on the test.
IMPORTANCE OF OPERATIONAL DEFINITIONS
Importance: can translate abstract concepts into something observable and measurable
FIVE WAY TO MEASURE BEHAVIOR + LIMITATIONS TO EA.
1. self reports & reports by others - flaw- a tendency to respond in a socially acceptable manner rather than according to how one truly feels or believes

2. measure overt behavior -flaw - may behave differently when they are aware that they're being observed

3. Psychological test -flaw- in essence specialized self reports(personality test)

4. Physiological measures -flaw - physiologic can have their own interpretive problems, the main one being that we don’t always understand what they mean.

5. develop coding systems to record different categories of behavior - flaw - if two observers watching the same behaviors repeatedly disagree in their coding, then the data are unreliable and of little use
MODERN-DAY DEFINITION OF INTELLIGENCE
The ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment.
SIR FRANCIS GALTON
- pioneered the study of intelligence with his studies of hereditary genius.
- IQ OF 200. first to create mental ability test and first to use questionnaires.
ALFRED BINET
- made two assumptions about intelligence: First, mental abilities develop with age. Second, the rate at which people gain mental competence is a characteristic of the person and is fairly constant over time.
- 1st to use intelligence tests, didn't measure permanent intelligence.
WHY TODAY'S INTELLIGENCE TEST DON'T USE CONCEPT OF MENTAL AGE?
The concept works well for` children, but many of the basic skills measured by intelligence test are acquired by 16 through normal life experiences and schooling - its less useful for adults
IQ NOW DEFINED AND HOW IS IT MEASURED DIFFERENTLY THAN IT ONCE WAS?
today’s “IQ” score is not quotient, instead it is based on a person’s performance relative to the scores of other people the same age
EVIDENCE SUPPORTED SPEARMAN'S G FACTOR
- Nathan Kuncel and coworkers performed a meta-analysis of 127 studies involving 20,352 participants in educational and work settings
- concluded same general mental ability is related to success in both areas of life
- Frank Schmidt & John Hunter concluded that measures of the g factor predict job success even better than do measures of specific abilities tailored to individual jobs
WHAT LED THURSTONE TO VIEW INTELLIGENCE AS SPECIFIC MENTAL ABILITIES?
- the fact that scores on different mental test were far from perfect. Led him to believe that human mental performance depends not on one general factor but rather on seven distinct abilities (primary mental abilities)
Thurstone's Seven Primary Mental abilities - No general intelligence;
7 abilities are independent:
a. Verbal comprehension - vocabulary, concepts, words
b. Number - use numbers in problem solving
c. Spatial relations - see & manipulate objects in space
d. Perceptual speed - how quickly similarities/differences are spotted
e. Word fluency - use words quickly & fluently
f. Memory - remember lists of digits & characters
g. Inductive reasoning - discover rules & relationships
CRYSTALLIZED INTELLIGENCE
- application of previously acquired knowledge to current
- Performance on fluid intelligence begins to decline as people enter adulthood.
FLUID INTELLIGENCE
- the ability to deal with novel problem-solving situation (solving situations for which personal experience does not provide a solution.)
- Performance on fluid intelligence begins to decline as people enter adulthood.
THREE CLASSES OF PSYCHOLOGICAL PROCESSES AND FORMS OF INTELLIGENCE ARE FOUND IN STERNBERG'S TRIARCHIC THEORY
1. metacomponents: higher-order processes used to plan and regulate task performance

2. performance components: actual mental processes used to perform the task, and knowledge

3. acquisition components: learning from experience. processes used in gaining and storing new knowledge - i.e. capacity for learning. The strategies you use to help memorize things exemplify the processes that fall into this category.
GARDNER'S MULTIPLE INTELLIGENCES
1. linguistic intelligence - the ability to use language well
2. logical-mathematical intelligence- the ability to reason mathematically and logically
3. visuospatial intelligence - the ability to solve spatial problems or succeed in a field such as architecture
4. musical intelligence - the ability to perceive pitch and to understand and produce music
5. bodily-kinesthetic intelligence - the ability to control body movements and skillfully manipulate objects - demonstrated by dancers, athletes, and surgeons
6. interpersonal intelligence - the ability to understand and relate well to others
7. intrapersonal intelligence - the ability to understand oneself
8. naturalistic intelligence - the ability to detect and understand phenomena in the natural world
PERSONAL INTELLIGENCE
ability to understand who one is and who one wants to be
FOUR SKILLS OF PERSONAL INTELLIGENCE
1) The ability to process and reason about personally relevant information through introspection and by observing yourself, other people and the way others react to you.
2) The ability to incorporate the information gained through introspection and observation into an accurate self-knowledge of your traits, abilities and values as well as accurate models of others’ personalities.
3) The ability to use personally relevant knowledge to guide your choice, such as a choice of occupation or marriage partner.
4) The ability to select goals that are consistent with one another and that are realistic given your talents and resource.
EMOTIONAL INTELLIGENCE
abilities to read other’ emotions accurately, to respond to them appropriately, to motivate oneself, to be aware of one’s emotions, and to regulate and control one’s own emotional responses
FOUR BRANCHES OF EMOTIONAL INTELLIGENCE
1) Perceiving emotion: measured by people’s accuracy in judging emotional expressions in facial photographs as well as the emotional tones conveyed by different landscapes and design
2) Using emotions to facilitate thought: measured by asking people to identify the emotions that would best enhance a particular type of thinking such as how to deal with a distressed co-worker or plan a birthday party
3) Understanding emotions: people asked to specify the conditions under which, their emotions change in intensity or type; another task measures people’s understanding of which basic emotions blend together to create subtle emotions such as envy or jealousy
4) Managing emotions: measured by asking respondents to indicate how they can change their own or others emotions to facilitate success or increase interpersonal harmony
APTITUDE VS ACHIEVEMENT TESTS
- achievement tests determine how much you know, how much have you learned.
PROS: usually are correct
CONS: the results are assumed
- aptitude tests determine how you might perform, learn, or think in the future.
PROS: may be fairer
CONS: difficult to construct tests
EVIDENCE THAT SUPPORTS A GENETIC CONTRIBUTION TO INTELLIGENCE?
Genetic factors influence which environment people select for themselves, how they respond to the environment, and how the environment responds to them.
HOW MUCH DO FAMILY AND SCHOOL ENVIRONMENTS CONTRIBUTE TO INTELLIGENCE?
- genetic factors can influence the effects produced by the environment. environment can influence how genes express themselves.
WHAT EFFECTS HAVE BEEN SHOWN IN EARLY- INTERVENTION PROGRAMS FOR DISADVANTAGED CHILDREN?
They had lower crime rates, required less welfare assistance, exhibited better academic performance and progress, and had higher incomes and home ownership.
WHAT EXPLANATIONS HAVE BEEN OFFERED FOR DIFFERENCES IN IQ BETWEEN ETHNIC GROUPS?
- test biased: the iq test is specific for one ethnic group, people of another ethnic group wouldn’t have the same experiences and would get the questions wrong b/c they answer based on their experiences.
- social status: lower social status is associated with lower scores.
-environment--> where you grow up, family factors
- cultural assimilation
-educational and economic opportunities
WHAT SEX DIFFERENCES EXIST IN COGNITIVE SKILLS?
- Men are more accurate in target directed skills, such as throwing and catching objects and they tend to perform slightly better on tests of mathematical reasoning.
- Women on average perform better on tests of perceptual speed, verbal fluency, and mathematical calculation, and on precise manual tasks requiring fine motor coordination
WHAT BIOLOGICAL FACTORS MIGHT BE INVOLVED IN SEX DIFFERENCES IN COGNITIVE ABILITIES?
- Biological: sex hormones establish sexual differentiation. the hormonal effects go beyond reproductive characteristics; they alter brain organization and appear to extend to a variety of behavioral differences between men and women including aggression and problem solving approaches
WHAT ENVIRONMENTAL FACTORS MIGHT BE INVOLVED IN SEX DIFFERENCES IN COGNITIVE ABILITIES?
-environmental: the environmental explanations typically focus on the socialization experiences that male and females have as they grow up esp. the kind of sex typed activities that boys and girls are steered into. Evolutionary theorists have also weighed in on the differences suggesting that sex roles specialization developed in ancestral environments. Men’s roles such as navigating and hunting favored the development of visuospatial abilities that show up in sex difference research. Women’s roles such as child rearing and tool making activities favored the development of verbal[ and manual precision abilities.
HOW CAN TEACHERS' EXPECTATIONS & STEREOTYPE INFLUENCE ACADEMIC PERFORMANCE?
If teachers are told that a particular child has hidden potential or,alternatively, intellectual limitations, they increase and decrease the amount of attention and  effort expended on the child, respectively, thereby influencing the child’s development of  cognitive skills
HOW DO SEX HORMONES & GENDER STEREOTYPES COMBINE TO INFLUENCE INTELLECTUAL PERFORMANCE?
- Women’s hormonal levels during the menstrual cycle are related to fluctuations in task performance; when women have high levels of estrogen they perform better on some of the “feminine ability” measures, while showing declines in performance on some of the male ability measures. Testosterone levels are related to performance on male tasks.      
- Reportedly, hormones of men and women do not relate to their cognitive skills
WHAT FACTORS ALLOW GIFTED PEOLE TO BECOME EMINENT?
1) highly developed mental abilities
2) the ability to engage in creative problem solving
3) motivation and dedication
DESCRIBE 4 OVERARCHING THEMES AND SPECIAL RESEARCH DESIGNS OFTEN ENCOUNTERED IN DEVELOPMENTAL RESEARCH
1.Nature and nurture
Nature- (our development) the product of heredity
Nurture- product of environment
2.Sensitive and critical periods
sensitive period- an optimal age range for certain experiences, but if those experiences occur at another time, normal development is still possible.
critical period- an age range during which certain experiences must occur for development to proceed normally or along a certain path
3.Continuity vs. discontinuity
continuity- development continuous/ gradual
discontinuity- progressing through qualitively distinct stages
4.Stability vs. change-whether or not our characteristics change as we age
Special Research- cross- sectional design- (intellectual) testing people of different ages at the same point of time
longitudinal design- repeatedly tests the same cohort as it grows older. a group of people tested annually till they’re 60 but this study is time consuming and costly.
sequential design-combination of longitudinal and cross
DESCRIBE STAGES OF PRENATAL DEVELOPMENT
Germinal Stage- first two weeks after conception.
embryonic stage -2-8 weeks organs start to form
Fetal Stage- week nine to birth muscles strengthen/ body systems develop age of viability-24 weeks<-the youngest it’s able to survive out of the womb
HOW IS SEX DETERMINED?
Sex is determined: the female has two X chromosomes (XX) and the male an X and Y (XY).
During the process of meiosis when the sex cell division takes place in adults (dividing to 23 chromosmes), the female cell will divide into two X sex cells. The male cell divides into an X and Y cell. A person has 46 chromosomes in total. So 23 chromosomes come from the mother, and 23 from the father.
Therefore, all ova (plural for ovum) from the female are X. In a male during meiosis, the cells are split up in two as well. So some sperm cells contain an X chromosome and others Y chromosomes.
During fertilization an X sperm cell in combination with a female X cell makes a girl (XX). If a Y sperm cell joins with an ovum, a boy is produced (XY). So 23 chromosomes from either parent, gives the child the total number of 46.
EXPLAIN HOW NATURE/NURTURE JOINTLY INFLUENCE INFANTS' PHYSICAL & MOTOR DEVELOPMENT
Nature jointly influences infants’ physical development because its dealt with maturation which is the genetically programmed biological process that governs our growth
Nurture jointly influences infants’ physical development because it’s about how the children adapt with their environment as they grow. Ex: their vision gets more clear as they grow up (i think this is actually an example of nature, as a biological change... walking on two legs would be a better example, as children raised by wolves run with their hands and feet)
WHAT IS A VISUAL CLIFF? DO CRAWLING BABIES SHOW FEAR OF HEIGHTS?
The visual cliff was designed by developmental psychologists to study whether or not an infant has depth perception. It connects a transparent glass surface to a patterned one in order to create an apparent, but not actual, drop. This creates the illusion of a cliff. Crawling babies do show fear of heights and most babies won’t attempt crawling across.
DESCRIBE THE PREFERENTIAL LOOKING PARADIGM. WHAT IS HABITUATION?
Preferential looking paradigm: Infants prefer complex patterns to simple patterns and solid colors
habituation- over time lowered response to repetitive, nonthreatening stimuli and can acquire classically conditioned responses
PIAGET'S CONCEPTS OF ASSIMILATION
process by which new experiences are incorporated into existing schemas (organized patterns of thought and action) ex:kitty has 4 legs, fur, two eyes, etc <--when a child sees those “patterns” in a skunk, they will think its a kitty
PIAGET'S CONCEPTS OF ACCOMMODATION
the process by which new experiences cause existing schemas to change
the infant will catch on a change = disequilibrium, change between existing schemas and new experiences ultimately forces those schemas to change, and they will learn that (ex) the skunk is not a kitty because it sprays skunk musk everywhere
PIAGET'S STAGE MODEL
Stage model- childrens thinking changes qualitatively with age and that it differs from the way adults think. He believed that cognitive development results from an interaction of the brains biological maturation and personal experiences.
FINDINGS THAT HELP US EVALUATE HIS PIAGET'S THEORY
- Sensorimotor stage (birth-2 years)
- preoperational stage-(2-7 years)
- concrete operational stage (age 7-12)
- Formal operational stage: 12+
SENSORIMOTOR STAGE (BIRTH- 2 YRS)
infants understand their world primarily through sensory experiences. but after around 8 months they understand object permanence (the understanding that an object continues to exist even if you cant see it) by age 2 theyre able to talk, solve few problems, and communicate their thoughts
PREOPERATIONAL STAGE (2-7 YRS)
The world is represented symbolically through words and mental images but don’t understand basic mental operations or rules.
understanding past and future -->better anticipate the consequences of their actions
but they dont understand conservation (principle that basic properties, such as their volume, mass, quantity, stay the same (“conserved”) even though the outter appearance changes
EX: when the juice was poured into a taller beaker (but still had the same amount of juice as the other cup) the child thought that just because appearance wise it looked like there was more, they thought it had more juice ---> irreversibility =its hard for them to reverse an action mentally
they also think egocentrically (egocentrism) = difficulty viewing the world from someone else’s perspective
CONCRETE OPERATIONAL STAGE (7-12 YRS)
able to perform basic mental operations concerning problems that involve tangible objects and situations.   They understand reversibility. They are less egocentric. But they have problems with hypothetical and abstract reasoning.
Ex: when kids asked if they had a third eye where would they place it and usually draw three eyes on the face. so their thinking is “concrete” because they know that eyes are on the face
FORMAL OPERATIONAL STAGE (12+)
Can think logically and systematically about both concrete and abstract problems. Form hypotheses, and test them in a thoughtful way
Ex: kids placed the third eye in other places such as the palm of the hand so they’re able to see whats around them all the time

General cognitive abilities associated with Piaget’s four stages occur in the same order across cultures but Children acquire many skills and concepts earlier than Piaget believed, Cognitive development within each stage seems to proceed inconsistently,  Culture influences cognitive development, Cognitive development is more complex and variable than Piaget proposed
EMOTIONAL DEVELOPMENT
they form attachments and develop social skills, and each child displays a unique personality- a distinctive yet somewhat consistent pattern of thinking, feeling, and behaving
EMOTIONAL EXPRESSIVENESS
infants express themselves through facial expressions, vocalizations
crying=distress
starring with gaze=interested
EMOTIONAL REGULATION
the process by which we evaluate and modify our emotional reactions
ex: infants suck their thumbs/turn away from unpleasant objects
toddlers seek for caretaker/throw a tantrum to get what they want
one acquired language then children can talk out their feelings
TEMPERAMENT
biologically based general style of reacting emotionally and behaviorally to the environment
- Alexander thomas and stella chess found that most infants could be classified into 3 groups:
“easy infants”- ate/slept on time, playful,etc. “difficult infants” irratible/fussy eaters and sleepers/etc and “slow to warm up infants” were the least active, were slow to new situations, but catch on eventually
- temperament is only weakly to moderately stable during infancy
DESCRIBE KOHLBERG MODEL OF MORAL THINKING
1. Preconventional moral reasoning- based on anticipated punishments or rewards
stage 1: children focus on punishment
stage 2: morality is judged by anticipated rewards and doing what is in the persons own interest
2. conventional moral reasoning- based on conformity to social expectations, laws, and duties
stage 3: conformity stems from the desire to gain peoples approval
stage 4: children believe that laws and duties must be obeyed simply because rules are meant to be followed
3. postconventional moral reasoning- based on well thought out general moral principles
stage 5: involves recognizing the importance of societal laws but also taking individual rights into account
stage 6: morality is based on abstract, ethical principles of justice that are viewed as universal
FACTORS THAT INFLUENCE DEVELOPMENT OF MORAL BEHAVIOR
- internalizing the societal values transmitted by parents or other caretakers provide basis of a moral conscience
- also linked to emotional development and temperament
2 KEY DIMENSIONS TO PARENTING STYLES
Two key dimensions
- Warmth versus hostility (responsiveness)
- Restrictiveness versus permissiveness (demanding)
AUTHORITATIVE PARENTS
high control, high warmth. they establish clear, consistently enforced rules.  Compliance is rewarded.
AUTHORITARIAN PARENTS
ow warmth, high control.  Controlling; cold, unresponsive and rejecting relationship.  Demand obedience.  Children have lower self-esteem, are less popular, and perform more poorly in school. but there are exceptions
INDULGENT PARENTS
high warmth, low control.  Parents fail to teach responsibility and concern for others. Children tend to be immature and self-centered
NEGLECTFUL PARENTS
do not provide warmth, rules, or guidance. Children are most likely to be insecurely attached. Low achievement motivation, disturbed peer relationships, impulsive, aggressive.  Associated with the most negative developmental outcomes
DISCUSS MAJOR COGNITIVE CHANGES THAT OCCUR DURING ADOLESCENCE
- formal operational stage: abstract reasoning abilities increase.
-egocentrism:self-absorbed view of self importance
-personal fable: overestimating uniqueness of feelings and experiences
-imaginary audience: overly sensitive to social evaluation
DISCUSS ADOLESCENTS' SEARCH FOR IDENTITY AND THEIR RELATIONSHIPS WITH PARENTS AND PEERS
- Peer relationships
- increase in importance. Friendships become more intimate and involve a greater sharing of problems. Peers strongly influence values and behaviors.
- Cliques  vs. crowds
- “sex cleavage” vanishes (sex cleavage: peope tend to hang out with their own gender and avoid the opposite)
- Couples in late adolescence
- Parental relationships
- Conflict between teens and parents is not as severe as often assumed.   Parent-teen conflict is correlated with other signs of distress
HOW DO EMOTIONS CHANGE DURING ADOLESCENCE
Teens’ daily emotionality became less positive as they moved into and through early adolescence, with changes leveling off and emotions becoming more stable during late adolescence. As they aged, 34% of the teens showed a major downward change (less-positive emotions), and 16 percent showed a major upward change (more-positive emotions). The remaining half of the students showed a smaller amount of change in emotions, although once again, downward changes were twice as common as upward changes. The study also revealed that students who reported less-positive emotions tended to have lower self-esteem and more frequent major stressful events during the preceding 6 months.
EVALUATE CONCEPT OF MIDLIFE CRISIS AND THE VIEW THAT DYING PPL EXPERIENCE A SEQUENCE OF PSYCHOLOGICAL STAGES
Midlife crisis occurs between the ages of 40-45. They begin to focus on their mortality and begin to realize that some of their life’s dreams pertaining career, family, and relationships would not come true.
DESCRIBE COMMON COGNITIVE IMPAIRMENTS OF OLD AGE
- Dementia
- senile dementia
DEMENTIA
- gradual loss of cognitive abilities that accompanies abnormal brain deterioration and interferes with daily functioning. In people with dementia, an abnormal progressive degeneration of brain tissue occurs as a result of disease or injury
SENILE DEMENTIA
- dementia that begins after age 65. Alzheimer's disease, Parkinson's disease, Huntington's disease, and Creutzfeldt-Jakob disease.
- > 1/2 of ppl diagnosed w/ senile dementia show combinations of depression, anxiety, agitation, paranoid reactions, and disordered thinking that may resemble schizophrenia. Ultimately, they may not even be able to walk, talk, or recognize close friends or family members.