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Psych458
Intro & Chapter 1-5
| Question | Answer |
|---|---|
| Adolescence (age) | 10-20 years |
| Biological: beginning/end of adolescence | Onset of puberty/becoming capable of sexual reproduction |
| Emotional: beginning/end of adolescence | beginning of detachment from parents/ attainment of separate sense of identity |
| Cognitive: beginning/end of adolescence | emergence of more advanced reasoning abilities/ consolidation of advanced reasoning abilities |
| Interpersonal: beginning/end of adolescence | Beginning of shift in interest from parental to peer relations |
| Social: beginning/end of adolescence | beginning of training for adult work, family, and citizen roles/ full attainment of adult status and privileges |
| Educational:beginning/end of adolescence | entrance into junior high school/ completion of formal schooling |
| Legal: beginning/end of adolescence | Attainment of juvenile status/ attainment of majority status |
| Chronological: beginning/end of adolescence | attainment of designated age of adolescence (ex. 10 yrs)/ attainment of designated age of adulthood (ex. 21 yrs) |
| Cultural: beginning/end of adolescence | entrance into period of training for ceremonial rite of passage/ completion of ceremonial rite of passage |
| Early adolescence | 10-13 years junior high |
| Middle Adolescence | 14-17 high school |
| Late Adolescence | 18-21 college |
| Emerging Adulthood | 18-25 transition from adolescence to adulthood |
| Adolescence Framework (John Hill) | 1. fundamental changes 2. contexts 3. psychological developments |
| Fundamental changes of adolescence | 1. Puberty (biological) 2. emergence of more advanced thinking abilities (cognitive) 3. transition into new roles in society (social) |
| Rite of Passage | a ceremony or ritual marking an individual's transition from one social status to another, especially marking the young person's transition to adulthood |
| ecological perspective on human development | a perspective on development that emphasizes the broad context in which development occurs. can't understand development w/out examining the context, or settings in which it occurs |
| Context of adolescence | four main contexts in which young people spend time: families, peer groups, schools, and work and leisure settings |
| micro- systems | (ecological) immediate settings in which adolescences live: family & school |
| meso- systems | (ecological) the overlap of two or more immediate settings: family- peer group, home- school |
| exo-system | does not directly contain the person but affects the setting they live in: parent's workplace |
| macro- system | (ecological) context of culture and historical time: country, era in which they live |
| psychosocial developments | things that are psychological and social in nature: identity, autonomy, intimacy, sexuality, and achievement |
| Biosocial Theory: G. Stanley Hall- theory of recapitulation | development of the individual paralleled the development of the human species inevitable (influenced by biological and genetic force, not environment) |
| sturm and drang(storm and stress) | hormonal changes of puberty cause upheaval both for the individual and those around them |
| organismic theory (biological and contextual): Freud | psychosexual conflicts that arise at different points in development |
| Piaget (organismic) | examining changes in the nature of thinking or cognition, mature through stages of cognitive development |
| behaviorism | processes of reinforcement and punishment |
| B. F. Skinner | behaviorist: operant conditioning |
| social learning theory | Bandura |
| Erikson (organismic) | psychosocial ^ internal biological developments move people from one development stage to the next |
| Puberty | 1.rapid acceleration in growth 2.development of primary sex characteristics (gonads, testes, ovaries) 3.2ndary sex charcteristics (body hair, breasts) 4.change in fat and muscle distribution 5.changes in circulatory and respiratory systems |
| endocrine system | system that produces, circulates, and regulates hormones |
| gonadotropin-releasing hormone neurons | specialized neurons that are activated by certain pubertal hormones |
| feedback loop | cycle through which 2 or more bodily functions respond to and regulate each other |
| pituitary gland | one of the chief glands responsible for regulating levels of hormones in the body |
| hormones | highly specialized substances secreted by one or more endocrine glands |
| glands | organs that stimulate parts of the body to respond in specific ways to particular hormones |
| HPG (hypothalamic- pituitary-gonadal) axis | the neurophysiological pathway that involves the hypothalamus -> pituitary gland,-> the gonads-> androgens and estrogens |
| Puberty Triggers | nutritional resources, presence of sexually mature partners, leptin |
| adrenarche | maturation of the adrenal glands during adolescence, leads to physical changes |
| leptin | a protein produced by at cells that may play a role in the onset of puberty increasing levels signal hypothalamus to stop inhibiting puberty (in girls) |
| epiphysis | closing of the ends of the bones, which terminate growth after the adolescent growth period is over |
| Biological Changes that effect adolescent behavior | 1. behavior 2.changes in the adolescent's self-image 3. change the reactions of others |
| cross-sectional study | compares two or more groups of individuals at one point in time |
| longitudinal study | follows the same group of individuals over time |
| Boys early maturation pros/cons | pros: more popular, better self-esteem, more responsible & cooperative/ cons: increase use of drugs, alcohol, increase in promiscuity |
| Girls early maturation pro/cons | popularity with boys/ heavier and shorted stature later in life, anxiety, eating disorders, low self-esteem, promiscuous |
| Adolescent brain: three themes | 1.overproduction followed by competitive elimination (pruning) 2.increased connectivity: faster circuitry, decreased plasticity 3. shift in frontal/limbic balance |
| obesity | most common eating disorder in adolescence |
| limbic system | matures at puberty: seek novelty, reward & stimulate |
| Changes in cognition | 1. thinking about possibilities/ hypothetically 2. thinking about abstract concepts 3.thinking about thinking (metacognitive) 4.thinking in multiple dimensions 5. seeing knowledge as relative (relativism) |
| deductive reasoning | logical reasoning in which one draws logically necessary conclusions from a general set of promises or givens |
| inductive reasoning | reasoning that involves drawing an inference from the evidence that one has |
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