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Adolescent Psych 01
Chapter 1
| Question | Answer |
|---|---|
| Plato | 4th Cent. B.C.; reasoning first appears in adolescence; Children should study sports and music, adolescents should study science and math |
| Aristotle | 4th Cent. B.C.; adolescents have the ability to choose and self determination is a hallmark of maturity; recognized adolescents' egocentrism: think they know everything and are quite sure about it |
| Middle Ages | Period in time where children and adolescents were viewed as miniature adults and were subjected to harsh discipline |
| Jean-Jacques Rousseau | Being a child or adolescent is not the same as being an adult; reasoning develops in adolescence; curiosity should be encouraged in edu. @ 12-15y; 15-20y mature emotionally & selfishness is replaced by an interest in others; devel. has distinct phases |
| G. Stanley Hall (20th Cent.) | pioneered scientific study of adolescence; development is controlled primarily by biology; developed the storm and stress view |
| Storm and Stress View | concept that adolescence is a turbulent time charged with conflict & mood swings; adolescents' thoughts, feelings, & actions oscillate b/w conceit & humility, good intentions & temptation, happiness & sadness |
| Margaret Mead | basic nature of adolescence is sociocult.; If adoles. know what their adult roles will be it will produce less stress; if adoles are considered very diff. from adults, & adolescence is not characterized by the same expers. then more stress (transition) |
| Inventionist View | Adolesc.=sociohistorical creation; legislation in early 20th cent. made move into economic sphere more manageable; decline in apprenticeships, increased mechanizations, specialized labor skills; age-graded schools, urbanization, appearance of youthgroups |
| The Age of Adolescence (1890-1920) | lawmakers enacted a great deal of compulsory legislation aimed at youth; excluded youth from employment, required secondary school; decreased employment; increased school attendance |
| Cohort | group of people who are born at a similar point in history and share similar experiences as a result |
| Cohort Effects | effects due to a person's time of birth, era, or generation, but not to actual chronological age |
| 1950 | Year that the developmental period referred to as adolescence had come of age, had physical and social identities, and legal identity as well |
| Changed the description and study of adolescence (made descriptions geared towards females as well as males) | How did the women's movement effect views of adolescence? |
| Millennials | the generation born after 1980, the first to come of age and enter emerging adulthood in the new millenium; more tolerant and open minded |
| their ethnic diversity and their connection to technology | What 2 characteristics stand out about millennials? |
| more interested in information retrieval than information formation; don't read/aren't motivated to read books; can't spell; obsessed with technology; immediate gratification/short-term solutions(can distract adols. from thinking of their life purpose) | Con's about the millennial generation: |
| tolerant, open minded, diverse, can use technology for education | Pro's about the millennial generation: |
| Stereotype | a generalization that reflects our impressions and beliefs about a broad category of people |
| Adolescent generalization gap | referes to the generalizations that are based on info about a limited, often highly visible group of adolescents |
| Positive Youth Development | reflects the positive psychology approach; emphasizes the strengths of youth and the positive qualities and developmental trajectories that are desired for youth; includes "Five C's" |
| competence, confidence, connection, character, caring/compassion | The Five C's: |
| access to positive social contexts (youth development programs/organized youth activities) and competent people (teachers, community leaders, and mentors) | In order to develop the five positive characteristics (the five C's), youth need: |
| the positive side of human development: emphasis on hope, optimism, positive individual traits, creativity, and positive group and civic values | Positive psychology focuses on: |
| Social Policy | the course of action designed by the national government to influence the welfare of its citizens |
| Generational Inequity | Unfair treatment of younger members of an aging society in which older adults acquire advantages by receiving inequitably large allocations of resources |
| Adolescence | the period of transition b/w childhood and adulthood that involves biological, cognitive, and socioemotional changes |
| Early Adolescence | corresponds roughly to the middle school or junior high years and includes most pubertal change |
| Late Adolescence | the developmental period that corresponds approximately to the latter half of the second decade of life. Career interests, dating, and identity exploration are often more pronounced in late adolescence than in early adolescence |
| Emerging adulthood | approximately 18-25 years of age; the transition from adolescence to adulthood; characterized by experimentation and exploration |
| Psychoanalytic Theories | describe devel. as primarily unconscious & heavily colored by emotion; emphasize that behavior is merely a surface characteristic & that a true understanding of devel. requires analyzing the symbolic meanings of behavior & the deep inner-workings o/t mind |
| Oral, Anal, Phallic, Latency, Genital | Freud's 5 Stages: |
| Libido | According to Freud, the life energy/sex energy; motivation |
| Id, Ego, Superego | The 3 structures of personality according to Freud: |
| Defense Mechanisms | According to Freud: unconscious methods the ego uses to distort reality & protect itself from anxiety; adolescents blaming things on others may be an example |
| Erickson's Psychosocial Theory | Psychoanalytic view; 8 stages; the primary motivation for human behavior is social and reflects our desire to affiliate w/ others; development occurs throughout lifespan |
| Freud | Argued that early experience is far more important that later experience and that our personality is shaped in the first 5 years of life; motivation for human behavior is sexual in nature |
| Piaget's Cognitive Developmental Theory | theory that states that individuals actively construct their understanding of the world and go through 4 stages of cognitive development; cognition is qualitatively different in one stage compared to another |
| organization and adaptation | According to Piaget's Cognitive Developmental theory: 2 processes underlie the cognitive construction of the world: |
| Sensorimotor, Preoperational, Concrete Operational, Formal Operational | Piaget's 4 Stages of Cognitive Development: |
| Operations | (Piaget) internalized mental actions that allow children to do mentally what they previously could only do physically |
| Vygotsky's Sociocultural Cognitive Theory | Emphasized that individuals actively construct their knowledge; theory that emphasizes how culture and social interaction guide cognitive development; does not describe devel. as stage-like |
| Lev Vygotsky | portrayed development as inseparable from social & cultural activities; stressed that cog. development involves learning to use the inventions of society such as language, math systems, and memory strategies. person? |
| Information-Processing Theory | Theory emphasizes that individuals manipulate info, monitor it, & strategize about it; does not describe devel. as stage-like; individuals develop gradually increasing capacity for processing info: allows them to acquire complex knowledge & skills |
| Information Processing Theory | Thinking= perceiving, encoding, representing, storing, and retrieving info. |
| Behaviorism | we can study scientifically only what we can directly observe and measure |
| B.F. Skinner's Operant Conditioning | the consequences of a behavior produce changes in the probability of the behavior's occurrence |
| B.F. Skinner | Observable behavior is learned and changes according to environmental determinants. person? |
| Negative Reinforcement | the removal of a negative stimulus that allows continuation of improper behavior |
| Punishment | giving something negative or removing something positive to reduce a behavior |
| Social Cognitive Theory | theory that holds that behavior, environment, and cognition are the key factors in development |
| Bandura's Social Cognitive Theory | focuses on observ. learning (imitation/modeling); people acquire wide range of behavs/thoughts/feelings through observing others' behav. & these observations form import. part of adol. devel.; cognitively represent behav. of others & adopt the behav. |
| behavior, the person/cognition, and the environment | Bandura's most recent model of learning & development; 3 elements: |
| microsystem, mesosystem, exosystem, macrosystem, chronosystem | Bronfenbrenner's Ecological Theory of Development: 5 environmental systems: |
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mobrien606
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