Psych of Adol exam 1
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| adolescence is.. | culturally constructed, period after puberty begins and ends before adult roles are taken on and fairly new term, coming into common usage in the 20th century
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| when did concept of adolescence begin? | ancient greece
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| concepts of adolescents during ancient greece | hierarchy of development, reasoning, education (math and science), abstract science, need to shield adolescents from corrupting influences
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| what are the life stages in the hierarchy of development according to plato | infancy (birth-7), childhood (7-14), and adolescence (14-21)
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| infancy life stage (birth-7) | infants mind is too underdeveloped to learn
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| childhood life stage (7-14) | education should focus on sports and music
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| adolescence life stage (14-21) | capacity for reason allows for study of math and science
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| adolescence according to aristotle | self determination, experience, egocentrism
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| when did middle ages take place | 500-1500 AD
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| what did middle ages believe about adolescence | adolescence are adults
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| medieval church ages | 13-16 century AD
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| what did medieval church believe about adolescence | innocence and divine purity, protected environment, and strict discipline (chastity belts)
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| schools in the middle ages consisted of only what gender, ages and was run by who? | males ages 9-25 and run by monks
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| what did Rousseau (18th cent) believe about adolescence | development occurs in stages, 12-15=age of reason, puberty is most important developmental event, 15-20 maturity increases, and education
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| industrial revolution | 1700-present; people moved from farm-cities. Moved children from work place to schools
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| what purpose does school provide | keeps children out of workforce
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| G. Stanley Hall | father of scientific study of adolescence. He compared stages of development in humans to that of animals
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| age of adolescence and contributing factors | 1890-1920; child labor prohibited, required education, adolescence=distinct scholar field, developmental norms proposed
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| what did Hall believe about recapitulation | ontogeny recapitulates phylogeny
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| dyad | a question that is answered in a group of 2
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| objective vs systematic | objective is nonbiased and different and systematic is biased and the same
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| 2 reasons to be objective in studying pubertal onset | individual differences and eliminate bias in results
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| 2 reasons to be systematic in studying pubertal onset | more organized and more valid conclusions
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| what type of sample did Tanner use in his study in pubertal dev | convenient sample
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| types of observations | ethnography, interview, questionnaire, tests, scientific instruments
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| what did Tanner study | pubertal development
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| what did Flannory study | frequency of teen-mother touching and talking
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| what were results of flannory study | age differences in involvement of children and teens with their parents and peers
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| reliability | the accuracy of the measure is consistent each time study is conducted
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| equivalence | agreement among measures
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| homogeneity | intra-iten agreement; correlation
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| stability | consistency of the measure of phenomenon
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| what did the results of Flannory's study suggest | mother and teens talked more than mothers and younger children. When puberty is reached parents and children communication shifts towards talking versus touching in adolescence
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| what does a study need to have to have equivalence reliability | correlation coefficient
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| how is homogeneity established | measures are in the same scale
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| what is stability measuring | it is measuring the repeatability of phenomenon; want to repeat studies close together in time. if it is not stable then study is not reliable
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| validity | does study do what it claims to measure
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| threats to internal validity | history-age changes maturation-age related changes, testing-chances of choosing same answer, instrumentation-the more instru. the more results change, statistical regression-towards the average
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| genetic variability | environment changes-species with be able to reproduce
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| evolution of adolescence | adaption, reproduction success, and survival of fittest
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| stress and resilience | human body is programmed to act in predictable ways, stress increased because traits are no longer adaptive
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| bidirectional view | people can alter their environment and changes in environment lead to evolution of systems: thought, language, systems
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| development (Piaget) | adaption to new environmental demands
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| Piagets theory |
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