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;
28 Cards in this Set
- Front
- Back
|
adolescence |
latin word for "growth", erratic physical growth coincides with erratic emotional and moral development |
|
|
puberty |
rapid physical growth and sexual maturation; lasting 3-5 years biologically, even more so to achieve psychosocial maturity |
|
|
limbic system |
emotional impulses; matures before pre-frontal cortex |
|
|
pre-frontal cortex |
planning ahead, emotional regulation; forms after the limbic system |
|
|
cognitive development |
affects how teens process reward and pleasure and interpret emotional and social information; results in more risk taking behavior |
|
|
adolescent egocentrism |
during puberty people center many of their thoughts on themselves (think their thoughts are unique, and people are always thinking about them) |
|
|
invincibility fable |
an adolescent's egocentric conviction that he or she cannot be harmed by anything that might defeat a normal mortal |
|
|
authoritarian |
parents impose rules and expect obedience (too hard) |
|
|
permissive |
parents submit to children's demands (too soft) |
|
|
authoritative |
parents are demanding but responsive to their children (just right) |
|
|
"Less Guilty by Adolescence" by Steinberg |
scores the need for a separate justice system where youth are not eligible for capital punishment; believes juveniles should not be held to the same standards as adults bc their decision making capacity is diminished |
|
|
inherited "psychologically" |
personality, intelligence, interests, psychiatric illnesses |
|
|
evolutionary psychology |
evolution of behavior and mind using principles of natural selection |
|
|
natural selection |
evolutionary process through which adaptive traits are passed on to ongoing generations because they lead animals to reproduce and survive |
|
|
female mating preferences |
look for maturity, dominance, affluence and boldness |
|
|
male mating preferences |
look for youthful appearance in females |
|
|
frontal lobes |
articulation of speech, concentration, attention, where we think about what we want, impulses and instincts, allowing us to think ahead and take account of the thoughts of others |
|
|
synapses |
overgrown brambles of the childhood cortex are nipped and leave a minimalist aboreal structure (like a tree), stripped to a few branches that convey the most appropriate messages in the most efficient way |
|
|
formal operational (12 years-adult) |
the adolescent can reason abstractly and think in hypothetical terms |
|
|
concrete operational (7-12 years) |
the child can think logically about concrete objects and can thus add and subtract. The child also understands conservation |
|
|
preoperational (2-6 years) |
the child uses symbols (words and images) to represent objects but does not reason logically. The child also has the ability to pretend. During this stage the child is egocentric |
|
|
Sensorimotor (0-2 years) |
the infant explores the world through direct sensory and motor contact. Object permanence and separation anxiety develop during this stages |
|
|
identity |
the dynamic process of testing, selecting, and integrating self-images and personal ideologies into an integrated and consistent whole |
|
|
role confusion |
when youth are unable to meet the challenge of the crisis; can't arrive at self-direction |
|
|
foreclosed identity |
individuals have made a commitment without experiencing a crisis (parental goals vs. personal goals) |
|
|
moratorium |
adolescents are still in the crisis period, unable to make a commitment |
|
|
diffused identity |
subjects lack commitment; they may or may not have experienced a crisis period; are uninterested in ideological matters |
|
|
achieved identity |
individuals have considered several occupational choices and reevaluated past beliefs--they've committed to an occupation and an ideology, whether or not their decisions conflicts with parental wishes |
