Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Psych of Adol exam 1
| Question | Answer |
|---|---|
| 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 |
| when did concept of adolescence begin? | ancient greece |
| concepts of adolescents during ancient greece | hierarchy of development, reasoning, education (math and science), abstract science, need to shield adolescents from corrupting influences |
| what are the life stages in the hierarchy of development according to plato | infancy (birth-7), childhood (7-14), and adolescence (14-21) |
| infancy life stage (birth-7) | infants mind is too underdeveloped to learn |
| childhood life stage (7-14) | education should focus on sports and music |
| adolescence life stage (14-21) | capacity for reason allows for study of math and science |
| adolescence according to aristotle | self determination, experience, egocentrism |
| when did middle ages take place | 500-1500 AD |
| what did middle ages believe about adolescence | adolescence are adults |
| medieval church ages | 13-16 century AD |
| what did medieval church believe about adolescence | innocence and divine purity, protected environment, and strict discipline (chastity belts) |
| schools in the middle ages consisted of only what gender, ages and was run by who? | males ages 9-25 and run by monks |
| 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 |
| industrial revolution | 1700-present; people moved from farm-cities. Moved children from work place to schools |
| what purpose does school provide | keeps children out of workforce |
| G. Stanley Hall | father of scientific study of adolescence. He compared stages of development in humans to that of animals |
| age of adolescence and contributing factors | 1890-1920; child labor prohibited, required education, adolescence=distinct scholar field, developmental norms proposed |
| what did Hall believe about recapitulation | ontogeny recapitulates phylogeny |
| dyad | a question that is answered in a group of 2 |
| objective vs systematic | objective is nonbiased and different and systematic is biased and the same |
| 2 reasons to be objective in studying pubertal onset | individual differences and eliminate bias in results |
| 2 reasons to be systematic in studying pubertal onset | more organized and more valid conclusions |
| what type of sample did Tanner use in his study in pubertal dev | convenient sample |
| types of observations | ethnography, interview, questionnaire, tests, scientific instruments |
| what did Tanner study | pubertal development |
| what did Flannory study | frequency of teen-mother touching and talking |
| what were results of flannory study | age differences in involvement of children and teens with their parents and peers |
| reliability | the accuracy of the measure is consistent each time study is conducted |
| equivalence | agreement among measures |
| homogeneity | intra-iten agreement; correlation |
| stability | consistency of the measure of phenomenon |
| 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 |
| what does a study need to have to have equivalence reliability | correlation coefficient |
| how is homogeneity established | measures are in the same scale |
| 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 |
| validity | does study do what it claims to measure |
| 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 |
| genetic variability | environment changes-species with be able to reproduce |
| evolution of adolescence | adaption, reproduction success, and survival of fittest |
| stress and resilience | human body is programmed to act in predictable ways, stress increased because traits are no longer adaptive |
| bidirectional view | people can alter their environment and changes in environment lead to evolution of systems: thought, language, systems |
| development (Piaget) | adaption to new environmental demands |
| Piagets theory |
Created by:
aawebb12
Popular Psychology sets