Test Two- Adolescent Psychology

Front 1

What is Hypothetical- deductive reasoning?

Back 1

Piaget's term for the process by which the formal operational thinker systematically tests possible solutions to a problem and arrives at an answer that can be defended and explained.

Front 2

What is abstract thinking?

Back 2

Thinking in terms of symbols, ideas and concepts.

Front 3

In what stage of Piaget's theory is abstract thinking formed? and what stage of Piaget's theory is abstract thinking really applied?

Back 3

Abstract is often contrasted with concrete. which refers to things that you can experience through the senses. The ontrast is especially appropriate here because the stage preceding formal operations is "concrete operations." Abstract thinking and applying logic is applied in formal operations.

Front 4

What are the four stages of Piaget's stages of cognitive development?

Back 4

Sensorimotor, preoperational, concrete operations, formal operations

Front 5

At what ages does sensorimotor stage usually happen and what are the characteristics of sensorimotor?

Back 5

Cognitive stage in the first two years of life that involves learning how to coordinate the activies of the senses with motor activites.

Front 6

At what ages does preoperational stage usually happen and what are the characteristics of preperational?

Back 6

Cognitive stage from age two to seven during which the child becomes capable of representing the world symbolically- for exampel, through the use of language- but is still very limited in ability to use mental operations.

Front 7

At what ages does concreate operations stage usually happen and what are the characteristics of concreate operations?

Back 7

Cognitive stage from 7-11 in which children learn to use mental operations but are limited to applying them to concrete, observable, situations rather than hypothetical situations

Front 8

At what ages does formal operations stage usually happen and what are the characteristics of formal operations?

Back 8

Cognitive stage from age 11 on up in which people learn to think systematically about possibilities and hypotheses.

Front 9

What is reflective judgment?

Back 9

the capacity to evaluate the accuracy and logical coherence of evidence and arguments.

Front 10

What are the stages of reflective judgment?

Back 10

dualistic thinking, multiple thinking, relativism, commitment

Front 11

At what ages does dualistic thinking usually happen and what are the characteristics of dualistic thinking?

Back 11

Cognitive tendency to see situations and issues in polarized, absolute, black and white terms. So either right or wrong and no in-between. This usually happens with adolescents and first year college students.

Front 12

At what ages does multiple thinking usually happen and what are the characteristics of multiple thinking?

Back 12

Usually beginning in emerging adults. multiple thinking is cognitive approach entailing recognition that there is more than one legitimate view of things and that it can be difficult to justify one position as the true and accurate one.

Front 13

At what ages does relativism usually happen and what are the characteristics of relativism?

Back 13

Starting in early twenties- cognitive ability of competing points of view, but also compare the relative merits of competing views

Front 14

At what ages does commitment usually happen and what are the characteristics of commitment?

Back 14

Usually by end of college years, cognitive status in which peorsons commit themselves to certain points of view they believe to be the most valid while at the same time being open to reevaluating their views if new evidence is presented to them.

Front 15

What is Information Processing? What are the steps of Information processing?

Back 15

an approach to understanding cognition that seeks to delineate the steps involved in the thinking process and how each step is connected to the next. The three steps are attention, processing, memory.

Front 16

What is selective attention? What is divided attention?

Back 16

Selective attention- the ability to focus on relevant information while screening out information that is irrelevant. Divided attention- the ability to focus on more than one task at a time.

Front 17

What is short-term memory? what is long-term memory?
What is working memory?

Back 17

Short-term memory- Memory for information that is the current focus of attention. Long-term memory- memory for information that is committed to longer-term storage, so that it can be drawn upon after a period when attention has not been focused on it. Working memory- an aspect of short-term memory that refers to where information is stored as it is comprehended and analyzed.

Front 18

What are mnemonic devices? What are the advantages?

Back 18

Mnemonic devices are memory strategies. For example organizing information into coherent patterns. The advantages are , by planning your reading and content, you remember and learn more effectively.

Front 19

What is Perspective taking?

Back 19

the ability to understand the thought and feelings of others.

Front 20

What is mutual perspective taking?

Back 20

Stage of perspective taking, often found in early adolescence, in which person understand that their perspetive-taking interactions with others are mutual, in the sense that each side realizes that the other can take their perspective.

Front 21

What is social and conventional system perspective taking?

Back 21

Realizing that the social perspectives of self and others are influenced not just by their interaction with each other but by their roles in the larger society.

Front 22

What is critical thinking? How do adolescent use critical thinking?

Back 22

Critical thinking is thinking that involves not merely memorizing information but analyzing it, making judgments about what it means, relating it to other information, and considering ways in which it might be valid or invalid. According to Daniel Keating, adolescent have the potential for critical thinking in several ways. 1. They have a wider range of knowledge available in long-term memory, thus, the ability to analyze and make judgments about new information is enchanced because more previous knowledge is available for comparison. 2. The ability to consider different kinds of knowledge simultaneously is increased, which makes it possible to think of new combinations of knowledge, 3. More metacognitive strategies are available for applying or gaining knowledge.

Front 23

What are gender roles?

Back 23

Cultural beliefs about the kinds of work, appearance, and other aspects of behavior that distinguish women from men.

Front 24

What is socialization?

Back 24

Socialization is the process by which people acquire the behaviors and beliefs of the culture in which they live.

Front 25

What are the outcomes of socialization?

Back 25

Self-regulation- the capacity for exercising self-control in order to restrain one's impulses and comply with social norms. Role preparation- an outcome of socialization that includes preparation for occupational roles, gender roles, and roles in institutions such as marriage and parenthood. Sources of meaning- the ideas and beliefs that people learn as part of socialization, indicating what is important, what is to be valued, what is to be lived for, and how to explain and offer consolation for the individual's mortality.

Front 26

What is a collectivistic culture?

Back 26

A set of beliefs asserting that it is important for persons to mute their individual desires in order to contribute tot the well-being and success of the group.

Front 27

What is a individualistic culture?

Back 27

Cultural belief system that emphasizes the desirability of independence, self-sufficiency, and self-expression.

Front 28

What is custom complex?

Back 28

A customary practice and the beliefs, values, sanctions, rules, motives, and satisfactions associalted with it; that is, a normative practice in a culture and the cultural beliefs that provide the basis for that practice.

Front 29

Who is Feldman? What is he/she famous for? What was his/her study in 1992?

Back 29

Shirley Feldman and her colleagues studied the contrast between Eastern and Western cultural beliefs makes for an especially interesting and complex socialization enviroment when adolescents are exposed to both. In 1992, she and her colleagues studied chinese adolescents whose families had immigrated to Australia or the United States. The sample included both first and second- generation families. The results indicated that even for first-generation chinese adolescents in the United States and Sustralia, their values and beliefs were closer to those of White Western adolescents than to those of chinese adolescents. Other all they found that first-generation chinese adolescents were more likely to hold these beliefs than second- generation chinese adolescents, Nevertheless, even second-generation chinese adolescents were more likely to hold these beliefs that white western adolescents.

Front 30

Who was Fowler? What was his/ her theory?

Back 30

James Fowler has proposed a theory of stages of religious development from birth through adulthood that is linked to congitive development. According to Fowler, early adolescence is a stage of poetic-conventional faith, in which people become more aware of the symbolism used in their faith and religious understanding becomes more complex in the sense that early adolescents increasingly believe that there is more than one way of knowing the truth. Fowlers term for the stage of faith most typical of late adolescent and emerging adulthood (individuating-reflective faith) in which people rely less on what their parents believed and develop a more individulized faith based on questioning their beliefs and incorporating their personal experience into their beliefs.