Education 108 Midterm

Front 1

What is adolescence?

Back 1

-The period after puberty begins and before the role of adult roles are taken on

-It is culturally constructed; in other words, culture plays a role in defining what an adolescent is

-Adolescence is a new term, coming into common usage in the early 20th century

Front 2

Explain how adolescence was defined around 1500 to 1890

Back 2

-Around this time, Locke's "tabula rasa" and Rousseau's "innocent child" played a major role in defining adolescence

-People thought that it was a life-cycle service which began in the late teens and 20s; sexual maturity=adulthood.

-Adolescent behaviors, at the time, involved higher rates of crime, premarital sex, and alcohol use.

Front 3

What led to the age of adolescence

Back 3

1. Legislation prohibiting child labor

2. Requirements for children to attend secondary schooling

3. Adolescent as a distinct field of scholarship

Front 4

What is the "child study movement" and who was it's founder?

Back 4

Child study movement: Research to better the lives of children and adolescents

Founder: G Stanley Hall

Front 5

Describe the "recapitulation" idea of the child study movement and its relation to adolescence

Back 5

Recapitulation is the idea that development of an individual during adolescence reenacts the evolution of the human species

Front 6

Describe the differences between Stanley's and Anna Freud's views on "storm and stress"

Back 6

Stanley Hall: he believed that "storm and stress" is a normal phase in an individual's adolescent stage; he also believed that it is biologically based

Anna Freud: she believed that the adolescent stage involved conflict (storm and stress) between the adolescent and his/her family, and this is required for a healthy development

Front 7

Compared to Hall's time

Front 8

What did G. Stanley Hall and Anna Freudbelieve about adolescence that we no longerbelieve today?

Back 8

They both believed in the idea of storm and stress and that in order to be an adult, an individual must go through extreme conflict with their family during their adolescence.

Front 9

Compared to Hall's time, when does menarche began for women in the today's era?

Back 9

From 1900 - 1970, the beginning of menarche starts 2 year after puberty

Front 10

When do adult roles and responsibilities begin?

Back 10

The initial start of adult roles and responsibilities is highly dependent on the culture of the emerging adolescent.

E.g., someone who lives in other countries have start their adulthood earlier than some adolescence here in America

Front 11

What is "emerging adulthood"?

Back 11

Emerging adulthood is the age of

1. identity exploration

2. instability

3. self focus

4. feeling in between

5. possibilites

Front 12

Compared to other cultures, what rites of passage do American teenagers experience?

Back 12

Compared to other cultures where ceremonies and tests are performed in order to claim adulthood, Americans experience of different sets of responsibilities and "rites of passage" to show their adulthood: being able to buy alcohol, having a driver's license, being to buy cigarettes, being 18, having job.

Front 13

What is the single biggest factor that is changing the experience of adolescence in the 21st century and describe what it is?

Back 13

Globalization:

-people are becoming bicultural because they know know they're own local culture and also the larger global culture because of social medias (e.g., Facebook and internet.com)

-increasing technology and economic integration the make the world more homogenous (similar)

Front 14

Explain the HPG (hypothalamic-pituitary-gonadal axis) process

Back 14

hypothalamus>pituitary glands>adrenal glands/gonads>androgens/estrogens released>primary secondary characteristics

Note: androgens and estrogens release signals again back to hypothalamus

Front 15

Explain the function of the "hypothalamus" in terms of the a/c thermometer analogy

Back 15

The hypothalamus is where hormonal changes happen. In relation to the a/c thermometer analogy, the hypothalamus acts as a regulator, which maintains an appropriate level of hormones in the body. Just like an a/c thermometer, there's a set point temperature that the a/c tries to keep the room on, and if the temperature in the room either drops or increases significantly, the thermometer can either turn on or turn off to reset the appropriate temperature

Front 16

What is "growth spurt"?

Back 16

-sudden rapid growth both in height and weight

-simultaneous release of growth hormones, thyroid hormones, and androgens

-peak height velocity: period where adolescent is growing most quickly

-asynchronicity: where your body looks unproportionate

Front 17

Describe the difference of "physical growth" (height) during puberty between male and female

Back 17

Growth spurt happens first with female at around age 11, while growth spurt happens at around age 13 for males. Physical growth then ends later for male than female.

Front 18

Explain the difference in "muscle mass" and "body fat" between male and female

Back 18

-Muscle mass increases more for guys during adolescence

-Body fat increases more for girls during adolescence

Front 19

What is the "Tanner scale"?

Back 19

It's a form of scale to measure physical development in children, adolescents, and adults

- growth pubic hair

- changes in appearance of sex organs

- breast development

Front 20

Primary vs. Secondary sex characteristics examples

Back 20

Primary: penis, testicles, epididymis, prostate, scrotum, cervix, clitoris, fallopian tubes, uterus, vulva, vagina, etc.

Secondary: pubic hairs, genital hairs, breasts of females and facial hairs of males are prominent physical secondary characteristics

Front 21

Define "spermarche" and explain when this usually happens for males

Back 21

Spermarche: the time that a male is capable of producing sperm during puberty

-this occurs 1 year after accelerated penis growth

Front 22

Define "menarche" and explain when this usually happens for females

Back 22

Menarche: the time that a female gets her first period

-this occurs after development of other secondary characteristics

Front 23

Explain the difference between spermarche and menarche

Back 23

Unlike females, males are not born with sperm in their testes. This is something that's developed during early adolescence at around age 12.

Boys look still look immature by the time they're capable of reproduction, while women look mature even before they're capable of reproduction

Once a girl reaches menarche, one egg develops into a mature egg about every 28 days (periods); females release only about 400 eggs throughout their life; guys on the other hand reproduce plenty of sperm all the time

Front 24

List the "downward secular trend" of menarche

Back 24

-puberty begins earlier in culture where nutrition is good and medical care is easily available (~12.8 years)

-illness and thinness delay puberty and menarche

Front 25

Explain the effects of SES and menarche

Back 25

Those who are well off then to have their periods earlier than those who are poor

Front 26

How does biology affect adolescence behavior?

Back 26

Hormonal changes> changes in appearance> changes in adolescent's self image> changes in behavior

Hormonal changes> changes in appearance> changes in other people's reaction> changes in behavior

Front 27

What are the psychosocial impacts of puberty?

Back 27

-moodiness

-effects on self-esteem

-menarche used to be regarded negatively, but now more positive

-psychosocial impact for boys is much less because ejaculation is not like period where you get it every month

Front 28

What is the difference between anorexia and bulimia

Back 28

anorexia: individual does not eat lot to avoid weight gain

bulimia: individual binges on eating and then vomits

these two are found to be more common in females, but also apparent in males

Front 29

What are the common health problems in emerging adulthood?

Back 29

1. undermine health

2. car accidents

3. STDs

4. drug/alcohol abuse

Front 30

Define and give examples to the three forms of "genotype-environment interactions"

Back 30

Passive: occurs in biological families when parents provide both genes and environment

e.g., parent is antisocial, environment is antisocial, child will most likely be antisocial

Evocative: occurs when a person's inherited characteristics evoke responses from others in their environment

e.g., the association between marital conflict and depression may reflect the tensions that arise when engaging with a depressed spouse rather than a causal effect of marital conflict on risk for depression.

Active: occurs when people seek out environments that correspond to their genotypic characteristics.

e.g., individuals who are characteristically extroverted may seek out very different social environments than those who are shy and withdrawn.

Front 31

How do neurons communicate?

Back 31

Through the use of neurotransmitters via the synaptic cleft

Front 32

Explain the process of "synaptogenesis", "pruning", and "myelination"

Back 32

synaptogenesis: the over production of synapse between neurons; when you're born you have a lot of these synapses

synaptic pruning: the process of eliminating unused synapses for better and faster communications between neurons

e.g., 1 synapse, 1000 connections

myelination: simply the sheath that covers the axon tail for much faster signals

Front 33

Describe the parts of the brains that changes during cognitive development in adolescence

Back 33

Limbic system: changes in levels of neurotransmitters

-e.g., "let's do something crazy"

-dopamine: rewards, more likely to engage in reward seeking and sensation seeking

-serotonin: moods, more emotional, more responsive to stress

-matures in puberty

Prefrontal cortex

-e.g., "I don't think that's a smart idea because we can get hurt"

-full maturation not complete until mid-20s

-matures years later

Front 34

Explain the different functions of the PFC

Back 34

dorsolateral prefrontal cortex:

-planning

ventromedial prefrontal cortex:

-gut feeling

-intuition

orbitofrontal prefrontal cortex:

-evaluates of risks and rewards

Front 35

Describe the changes in brain function involving the PFC

Back 35

-activation patterns in PFC become more focused

-activity in PFC is more coordinated w/ different parts of the brain

Front 36

Back 36

Idea is that an adolescent will only see 5 outfits because a certain color will "only" match a certain pair of shoes and shorts.

Front 37

What is Piaget's theory?

Back 37

-discontinuous stages

-each person's cognitive abilities form a coherent mental structure

-driving force behind development is maturation

1. Scheme

2. Assimilation

3. Accommodation

Front 38

Describe and give examples of "scheme", "assimilation", "accommodation"

Back 38

scheme: A cognitive structure. A set of ideas or actions that form coherent body of understanding about something

-e.g., having a scheme of how to using food utensils

assimilation: dealing with new object or event in a way consistent with a currently existing scheme

-e.g., having a scheme of how to use fork and spoon and coming to america and seeing that people use fork on the right hand

accommodation: scheme must be adjusted when new info doesn't fit

e.g. knowing that dogs have four legs, then assuming that all animals with four legs are dogs. child sees a cat and realizes that the cat doesn't look the same as the dog, so then the child has to accommodate his/her schema to fit the idea

Front 39

What is Piaget's equilibration?

Back 39

When a child's schema fits the surrounding that he/she perceives, it is said that his/her schema is in equilibrium (mental balance)

Front 40

List Piaget's stages of development and explain the last stage

Back 40

1. sensorimotor stage

2. preoperational stage

2. concrete operational

4. formal operations

Formal operations is the stage where abstract thinking can be thought of and applied

e.g., Bob can start debates about environmental issues at his school

Front 41

What is a "personal fable"?

Back 41

Adolescent's belief that they are special and unique and that problems and life difficulties can't affect them regardless of their behavior

Front 42

What are the limitations to Piaget's theory?

Back 42

1. research method: he conducted research on his own three children

2. attainment of "formal operation" is not driven by maturation

3. underestimates children abilities: children are far less egocentric that what Piaget believed

Front 43

What is the Vygotskian theory?

Back 43

Front 44

What is the "zone of proximal development" (ZPD)?

Back 44

The range of things that an individual can do if guided by an expert

Front 45

What is "guided participation"?

Back 45

The typing of teaching that an individual learn from a culturally valued activity

e.g., dad working with son to change oil in car

e..g, mom working with daughter to bake cookies

Front 46

What are the limitations of Vygotsky's theory?

Back 46

-Does not tell us how developmental changes in cognition happen

-He overvalues culture

Front 47

How are memories formed?

Back 47

Sensory register via smell, touch, vision, taste> working memory> long-term memory

Front 48

List the 5 areas of the "information-processing view" that require improvement in adolescence

Back 48

1. selective attention & divided attention

2. working memory & long term memory

3. speed of processing & automaticity

4. organization

5. metacognition

Front 49

What is "metacognition"?

Back 49

The idea of thinking about thinking

-introspection: thinking about own emotions

-self-consciousness: thinking of what people are thinking of us

-intellectualization: thinking about own thoughts

Front 50

What are the limitations of the "information processing theory"?

Back 50

-reductionism: this theory undermines the specific aspects required in information processing; don't have a gestalt (combine info presented to provide solutions to a variety of problems)

-computer analogy: there things that computers can't do like, emotional and motivational factors

Front 51

Describe the difference between "fluid intelligence" and "crystalized intelligence"

Back 51

Fluid: knowledge that enables us to think and reason abstractly

e.g., knowing how to do math and solve puzzles

Crystalized: knowledge that's accumulated throughout years of experience

e.g., knowing how to change your car oil without looking at instructions

Front 52

What is "adolescent relativism"?

Back 52

-see things as relative rather than absolute

-skepticism becomes common

-everything seems uncertain

-doubt on your own knowledge

Front 53

What is "behavioral decision theory"?

Back 53

-Decision making is rational and individuals try to maximize benefit of alternative courses of action and minimize costs

-In other words "risk taking"

Front 54

What is "optimistic bias"?

Back 54

-adolescence tendency to feel invulnerable compared to adults; less likely to interpret words describing risk

-adolescents are more driven to achieve rewards than adults are (more likely to take risk to attain reward compared to adults)

Front 55

What is Kohlberg's view of "moral reasoning" and describe its stages

Back 55

The ability to reason rationally with your judgement of a certain topic

1. pre-conventional: right is based on reward & punishment

e.g., punishment: "he shouldn't steal because he'll go to jail"

e.g., reward: "he should steal because he needs money for food"

2. conventional: right is based on traditional views and authority

e.g., traditional rules: "he shouldn't steal because good people do not do that"

e.g., authority: "he shouldn't steal because if everyone steals there will be chaos"

3. post-conventional: right is based on universal principles

e.g., "he should steal in order to give a prove that laws must be changed and that people's rights need to be respected"

e.g. "he shouldn't steal because we need to respect universal ownership instead of succumbing to individual needs"

Front 56

Describe Gilligan's "gender critique"

Back 56

-males are "autonomous" while females are about "relationships"

-morality of justice vs. morality of care

-care orientation: focuses on relationships

-justice orientation: places emphasis on justice, equality, and fairness

Front 57

Describe Schweder's "cultural critique"

Back 57

-believes the notion that moral reasoning based on cultural or religious perspectives are "higher" level compared to moral reasoning based on objectivity

e.g., given a set of actual moral problems, behavioral decisions are invariably rooted in cultural beliefs

-basically gives emphasis on reasoning based on culture and religion

Front 58

What is the "world views approach"?

Back 58

Front 59

Describe the difference between "gender" and "sex"

Back 59

Gender: social categories of males and females

Sex: biological status of male or female (what's between the legs

Front 60

Explain the importance of the "Genderbread person"

Back 60

Basically the idea that sexual orientation and sexual identity runs on a spectrum that cannot be determined as easily as black and white

Front 61

Explain the three measures of "achieving manhood"

Back 61

1. provide: show skills that are economically useful (make some $$$)

2. protect: protect loved ones, kin, tribe, etc.

3. procreate: ability to reproduce before marriage

Front 62

What were the gender roles of women in American history and the 4 areas where the lives of adolescent girls were narrowly constricted?

Back 62

They were discouraged to work because it was thought that it was unhealthy for them.

1. occupational roles

2. cultural perceptions of females

3. sexuality

4. physical appearance

Front 63

Describe the three "Manhood transformations"

Back 63

1. communal manhood (17th-18th): focus on preparing to assume adult role responsibilities in work and marriage

e.g., Mexican guys at Franklin w/ their ratchet girlfriends

2. self-made manhood (19th): focus on being independent from their families in adolescence and emerging adulthood

e.g., man venturing out of his hometown and facing the risk of "sinking or swimming"

3. passionate manhood (20th): focus on being able to have passionate emotions such as anger and sexual desire to be an ideal man; self expression and self-enjoyment replaced self-control and self-denial

e.g., Soft like Drake

Front 64

Explain the "gender socialization" phenomenon

Back 64

-the idea that boys and girls are socialized in different expectations depending on their gender

-reflects a culture's idea about gender

e.g., making your son play with airplanes and making your daughter play with dolls

e.g., dressing your son as a superhero, and dressing your daughter as a fairy

e.g., the deodorants you buy

Front 65

Cognitive developmental theory of gender

Back 65

Age 3: biological identification of their sex

Age 4-5: gender typing happens

Age 6-10: probably the time when kids are vulnerable to being gay

Age 12-16: perception of gender is more rigid and most likely won't change; less vulnerable to being gay

Front 66

What is "androgyny"?

Back 66

The combination of masculine and feminine traits

e.g., Emily

Those who are androgynous tend to be more:

1. flexible and creative

2. greater repertoire of traits

3. women: better at saying "no"

Front 67

Explain the relation of math scores between males and females, with that of gender roles

Back 67

Females have lower scores than males; probably due to the fact that women are stereotypically perceived to not engage in mathematics because math is more appropriate for males

Front 68

What are "gender schemas"?

Back 68

A structure of thought that we place on specific genders, which shape the way we perceive, interpret, and remember information

Front 69

Explain the reason why gender differences persist in our society

Back 69

-gender schemas shape social roles

-social roles socialize behavioral differences

-behavioral differences reinforce gender schemas

Front 70

Self-reflection in adolescence

Back 70

Front 71

Describe the difference in the way "childhood" and "adolescence" perceive their self-reflection

Back 71

childhood: self-reflection more about superficial trait/characteristics

-e.g., "I have a dog named Balto and a brother named Michael; I'm at tennis, but I suck at Math.

adolescence: self-reflection more about personal traits/characteristics & traits are more abstract

-e.g., "I'm humble. I'm observant, analytical, generous, and empathetic. I can anxious in some circumstances. I can also be self-conscious, even obnoxious when I'm socializing. I have a positive view of humankind"

Front 72

Describe the difference between "actual self" and "possible selves"

Back 72

actual self: "who I am"

-e.g., nice and committed boyfriend

-ideal self: "who I would like to be"

possible selves: "who I might become"

-e.g., my father who's a player

-feared self: "who I dread becoming"

Front 73

Explain the complexity of "self-understanding"

Back 73

Formal operational ability develops and it allows adolescence to perceive multiple aspects of a situation or idea, thus they're more able to question their self understanding

e.g., "I recognize contradictions in my personality. Which is the real me? I'm shy around my relatives, but outgoing with my friends. I'm aware that I sometimes show a false self to other that isn't really the me r the way I think and feel"

Front 74

What is the difference between "self-concept" and "self-esteem"

Back 74

self-concept (self-image): the way a person views and evaluates him/herself

-e.g., a person with anorexia might be very skinny and tiny, but think that they're fat

-driven from what we think of ourself

self-esteem: person's overall sense of worth and well-being

-e.g., having high/low confidence; self-accpetance/lack of acceptance; optimistic/pessimistic

-driven from what we think people think of us

Front 75

How does adolescents' cognitive development (e.g., the "imaginary audience") might be associated with the decline in self-esteem in adolescence

Back 75

Adolescence have not really established their of their self; thus the development of cognition in adolescence influences the decline of their self-esteem because they start to think that people are talking smack behind their back, which causes the decline of their weak established perception of themselves.

Front 76

What is the difference between "baseline self esteem" and "barometric self-esteem"?

Back 76

baseline self-esteem: stable, enduring sense of worth and well being

-e.g., someone with high baseline self-esteem may have bad days where they feel incompetent but still have a high baseline because typically rate themselves positively; in contrast, someone with low baseline may continue think poorly of themselves even though some days are good

barometric self-esteem: fluctuating sense of worth and well-being as one responds to different thoughts, experiences, etc., through the course of a day; most common in adolescence

-e.g. child might argue with mom before school and is annoyed, then sees friends & become all happy, and then get a bad grade and becomes sad again, and then come home and is surprised by a long time friend and becomes happy again; this is all in the matter of hours.

Front 77

What factors contribute to self-esteem?

Back 77

Harter's eight domains of self-image

1. scholastic competence

2. social acceptance

3. athletic acceptance

4. physical appearance

5. job competence

6. romantic appeal

7. behavioral conduct

8. close friendship

Front 78

Which of the 8 domains is most important to adolescence?

Back 78

physical appearance; depending on the gender and culture, physical appearance is influenced by what the expectations of "admirable" physical appearances that's appropriate for the culture and of the gender

Front 79

Explain why males have higher self-esteem than females in emerging adulthood

Back 79

Perhaps the reason the graph is skewed is because of the gender roles and societal expectations placed on women; women are regarded less than man in society

Front 80

Erik Erikson's psychosocial development

Back 80

Front 81

Describe Erikson's "identity crisis" in adolescence

Back 81

The crisis is more equated with exploration

identity achievement: establishing a clear and definite sense of who you are how you fit in to the world around you

-this is accomplished through exploration

identity confusion: failure to form a stable and secure identity

-perhaps lack of exploration

Front 82

Describe Marcia's "four identity statuses"

Back 82

1. Achievement: both exploration and commitment are present

e.g., "after studying in Peru, I realize I cannot work for a large corporation; I'm going to be a nurse"

2. Moratorium: only exploration is present, no commitment

e.g., "I want to be a marine biologist... No, a lawyer... No, a hairdresser like my best friend's mom"

3. Foreclosure: only commitment is present, no exploration

e.g., "I never had to think about what to do; I'm taking over the farm from Dad"

4. Diffusion: both exploration and commitment are not present

e.g., "I'm not worried about what to do after school, who cares"

Front 83

Describe the four "ethnic identities"

Back 83

1. Bicultural: identifies in ethnic group and majority culture

-e.g., "being Filipino and American is the best of both worlds. you have different strengths you can draw on in different situations"

2. Assimilated: identifies more with majority culture

-e.g., "I don't really think of myself as Asian American, just American"

3. Separated: identifies more with ethnic group

-e.g., "I'm Asian American but I identify myself more as just Asian"

4. Marginal: does not identify with either one

-e.g., "When I'm with my Indian friends, I feel White and when i'm with my friends, I feel Indian. I don't really feel I belong with either of them"

Front 84

Explain the difference between "social loneliness" and "emotional loneliness"

Back 84

Social loneliness: lack of sufficient social contacts and relationships

-e.g., at a party and no one you feel lonely because you don't really fit in

Emotional loneliness: lack of sufficient closeness and intimacy

-e.g., having a lot of Facebook friends, but you're not close to any of them