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PCA Ch. 14
| Question | Answer |
|---|---|
| Piaget's fourth stage of thinking, characterized by thinking about abstract, hypothetical, and scientific problems | formal operational thinking |
| reasoning that involves evaluating the logical truth of a set of statements | propositional thought |
| reasoning from general to specific (a deduction) that is based on hypothetical premises; logical thought, use scientific method, systematic reasoning of all possible outcomes | hypothetico-deductive reasoning |
| the ability to reflect consciously and deliberately on one's own cognitive processes | metacognitive understanding |
| Kuhn aptly described the advancement of adolescent information in terms of | an improving ability to manage and deploy mental resources |
| adolescents area able to concentrate longer on a mental tasks, screen out distractions, separate relevant from irrelevant information, inhibit undesired responses, and show flexibility in mental switching | attention |
| adolescents are increasingly able to store and manipulate more information over a short period of time in the phonological loop and the visuospatial sketchpad | working memory |
| with practice, adolescents can be as fast or faster than adults at particular tasks, such as working out math problems or playing video games | processing speed |
| as adolescents gain experience in a certain domain, they become aware of which strategies work well in solving particular problems. Progress occurs both by adding new strategies and inhibiting ineffective strategies | metacognitive understanding |
| proposes that the brain's reward system matures before the executive control system; predicts that risk-taking would peak in mid-adolescence | dual systems model |
| weighing the risks and benefits and deciding to take a calculated risk | reasoned risk-taking |
| proceeding with a risky course of action in the moment without weighing the risks and and benefits | reactive risk-taking |
| understanding people's behavior, emotions, and thoughts | social cognition |
| the ability to understand that other people have different emotions than one's own | affective theory of mind |
| an acute concern with others' thinking about oneself and the content of what they might be thinking | imaginary audience |
| a belief that there is something special or unique about oneself, and also that one is invulnerable to harms that might befall others | personal fable |
| an orientation that focuses on the inherent value of learning and improving one's knowledge and skill (intrinsic motivation); higher academic achievement from ages 5 t0 17, poorer grades in college | mastery goal orientation |
| an orientation that involves demonstrating one's ability, either by getting a good score or grade or outperforming others; academic achievement (positive goal) or lower academic achievement, higher anxiety (negative goal) | performance goal orientation |
| an orientation that consists of procrastination or engagement in activities that interfere with completing a task | work-avoidance goal orientation |
| model of family influences on achievement: parents' beliefs lead to differences in parental behavior, which in children and adolescents' motivational beliefs, which finally lead to differences in adolescent behavior | expectancy-value model |
| anxiety over fulfilling stereotypes of lower performance felt by a particular group of people | stereotype threat |
| performs activity for its own sake out of personal interest; positive emotions (enjoyment, curiosity), enhances various aspects of information processing | intrinsic motivation |
| performs activity to achieve a reward or avoid a punishment; positive emotions (reward), negative emotions (anxiety and fear of failure), interferes with attentional processes and memory | extrinsic motivation |
| two factors established by autonomy-supportive teachers | provide meaningful choices and engaging tasks |
| two aspects of classroom context that are particularly important in adolescence | content of curriculum and design of instruction |
| the extent to which classroom and school practices are suited to psychological changes in early adolescence | stage-environment fit |
| four factors associated with highest success rates at small/moderately sized high schools | teacher qualifications, personalization, common-core curriculum with performance-based assessment, support for struggling students |
| physical and social supports for careers in the geographic location of schools | opportunity structures |
| element of STEM programs: Aiesha admires college chemistry major assisting at her internship program with a local agricultural products manufacturer, talks to her frequently about chemistry | personal connections |
| Ken juggling HW in various subjects for his senior year in his HS STEM program and working on coding portion of his team's semester long project | rigorous curriculum |
| Julie finishing up senior year and enter community college computer coding program, hoping to land a job in two years at the software company | opportunity structures |
| two broad issues regarding adolescent employment | concurrent disruptions of schooling and other desirable activities and long-term impact on college and careers |
| benefits of working a moderate number of hours | saving money for education, helping to pay family living expenses, and learning from adult mentors |
| working more than 20 hours per week is associated with | being truant and getting lower grades and test scores, school drop-outs, engaging in adult-like behaviors |
| lowers odds of earning 4-yr college degree, higher earnings, lower odds of unemployment, more rapid transition into career-like job | intensive work |
| moderate college work, highest likelihood of attaining BA by age 26, balancing work and school | moderate work |
| least likely to work in college, devote more time into HW, extracurriculars, and summer courses to enhance chances of going to college | no work |
| people's career interests fall into six general categories | Holland's personality types theory |
| ____ individuals enjoy practical, hands-on activities, working with nature, animals, tools, and/or machines and like to work individually and take pride in technical skill | realistic |
| ___ individuals enjoy scientific inquiry, explanation, and discovery and value learning scientific theories and using math and analytical skills to solve problems | investigative |
| ____ individuals enjoy independent, creative, and expressive activities, value innovation and originality, and thrive in impromtu, chaotic environments | artistic |
| ____ individuals have interests in developing and maintaining a sense of community and solving social problems, are customer-service oriented and value helping, assisting, and informing others | social |
| ___ individuals value leadership of teams toward defined goals, enjoy competition and are interested in producing products and ideas for the marketplace | enterprising |
| ____ individuals find value and success in accuracy, time management, and goal-setting, tend to be detail-minded, and work well with machines and numbers | conventional |
| the type of rewards a person expects to get from work, such as extrinsic rewards, intrinsic rewards, job security, etc. | work values |
| changes in setting during adolescence: ___ neighborhood school to ____ impersonal setting | smaller, larger |
| adolescent experiences: ___ to ___, declines in ____, ____ and ____ | top dog, bottom dog, grades, participation in activities, self-esteem |
| can project beyond immediate experience, involved in lengthy fantasies and what-if scenarios, utopian thinking/idealism | hypothetical thinking |
| a competent decision maker | identifies possible options, assesses risks and benefits from each choice, evaluates how desirable each consequence is, estimates likelihood of each consequence, uses info from previous steps in organized fashion to decide course of action |
| teen decision makers may focus more on ______ than negative outcomes; in affective decisions, may also be insensitive to ____, are more prone to ___ than other ages, and take more risks in the presence of ____ | benefits, punishments, sensation, peers |
| the corpus callosum ___ and becomes more _____ and ____ at processing information | thickens, interconnected |
| The ____ matures faster than the ____ according to the dual systems model of risk taking | amygdala, prefrontal cortex |
Created by:
alumesi