Human Development
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| show | Physical and Cognitive Development in Adolescence
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| show | adolescence
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| process by which a person attains sexual maturity and ability to reproduce | show 🗑
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| What are some similarities and differences among adolescents in various parts of the world? | show 🗑
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| show | Accidents, homicide, suicide, alcohol, tobacco, drugs, not using seat belt, drinking, weapons, sex
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| show | A time of physical, cognitive, social, emotional and psychosocial maturation
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| show | About age 11 to 19 or 20
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| show | Opportunity-cognitive and social competence, autonomy, self-esteem, intimacy; risk-accident, homicide, suicide, drugs, alcohol, tobacco, no seatbelt, weapons, sex
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| show | adrenarche
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| show | gonadarche
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| What 2 stages does puberty take place in? | show 🗑
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| show | Adrenal glands, help grow pubic, armpit, facial hair, helps body growth, oilier, develop body odor
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| show | primary sex characteristics
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| show | secondary sex characteristics
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| sharp increase in height and weight that perceived sexual maturity | show 🗑
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| boys 1st ejaculation | show 🗑
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| girls 1st menstruation | show 🗑
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| show | secular trend
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| show | nocturnal emission or wet dream
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| a monthly shedding of tissue from the lining of the womb | show 🗑
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| show | With the maturing of primary and secondary sex characteristics, girls-breast tissue and pubic hair, boys-enlargement of testes
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| How can its timing and length vary? | show 🗑
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| show | Girls-breast, pubic hair, body growth, menstruation, oil and sweat glands; boys-growth of testes, pubic hair, body growth, penis, change in voice, ejaculation, facial and underarm hair, oil and sweat glands
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| show | How adolescence and others interpretation accompanying changes, such as peers
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| show | Hair growth, voice and skin change, muscular development, growth spurt
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| show | Can be positive or negative depending on how perceived, environment raised, peers
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| show | socioemotional network
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| brain network that regulates responses to stimuli | show 🗑
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| show | Socioemotional network, cognitive control network
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| show | Increase in the white matter in the frontal lobes, pruning of unused dendritic connections resulting reduction of gray matter and increases brain’s efficiency
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| Identify immature features of the adolescent brain. | show 🗑
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| How can immaturity affect behavior? | show 🗑
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| show | Socioemotional network, cognitive control network, increase in white matter continues and frontal lobes, pruning of unused and dendritic brain development in adolescence affect behavior
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| show | melatonin
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| Summarize the status of adolescent health. | show 🗑
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| show | Improve strength and endurance, healthier bones and muscles, weight control, reduce anxiety, increased self-esteem, increased school grades, increased well-being
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| Tell why adolescence often get too little sleep. | show 🗑
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| descriptive and evaluated beliefs about one's appearance | show 🗑
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| eating disorder characterized by self starvation | show 🗑
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| show | bulimia nervosa
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| show | binge eating disorder
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| Identify typical dietary deficiencies of adolescence. | show 🗑
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| show | Poorer health, less able to do daily activities, health issues, depression, use behavioral modification techniques, change diet, exercise, can lose weight
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| show | Life-threatening, distorted body image, underweight, treatment is to gain weight, cognitive behavioral therapy, parents control eating patterns, can recover (have do) or can be deadly
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| show | Not overweight, obsessed about shape, low self-esteem, overwhelmed by shame, self-contempt, depression, treatment to get patients to eat normally, cognitive behavioral therapy, 30 to 50% recovery
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| repeated, harmful use of a substance, usually alcohol or other drugs | show 🗑
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| addiction (physical, psychological or both) to a harmful substance | show 🗑
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| Summarize recent trends in substance use among adolescents. | show 🗑
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| show | Risk addiction, substance abuse, substance dependence, adolescence are influenced by peers and sometimes family
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| Tell why early initiation into substance use is dangerous. | show 🗑
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| What factors affect gender differences in adolescent depression? | show 🗑
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| What are the 3 leading causes of death among adolescents? | show 🗑
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| show | Mental illness, perpetrators or victims of violence, school/academic/behavioral problems, childhood maltreatment, problem in relationships, think poorly of self, hopeless, poor impulse control, low tolerance for stress, need friend, family history
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| What are some common health problems in adolescence? | show 🗑
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| show | With counseling, hospitalization, exercise, more sleep, not taking illicit drugs, drug therapy for depression
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| Piaget's final status cognitive development, characterized by the ability to think abstractly | show 🗑
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| ability, believed by Piaget to accompany the state of formal operations, to develop, consider and test hypotheses | show 🗑
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| Explain the difference between formal operational and concrete operational thinking as exemplified by the pendulum problem. | show 🗑
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| show | Brain maturation, expanding environmental opportunities
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| show | Does not consider cognitive advance, information processing capacity, accumulation of knowledge, expertise in specific fields, metacognition, not all adults can think abstractly
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| show | Explains how children gain in abstract thinking
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| What are the 2 measurable changes in adolescent cognition according to information processing researchers? | show 🗑
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| changes in adolescence that include changes in working memory capacity and increasing the amount of knowledge stored in long-term memory | show 🗑
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| show | Declarative, procedural, conceptual
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| show | declarative knowledge
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| show | procedural knowledge
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| show | conceptual knowledge
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| changes in adolescence that include the process for obtaining, handling, retaining information, such as learning, remembering, reasoning | show 🗑
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| show | functional change
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| the ability to understand another person's point of view and level of knowledge and to speak accordingly | show 🗑
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| Name 2 major types of changes in adolescence information-processing capabilities and give examples of each. | show 🗑
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| Identify characteristics of adolescences’ language development that reflect cognitive advances. | show 🗑
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| show | Strength in group identity, shut out adults, inventing new “teenage words”
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| show | Develop abstract thinking, hypothetical deductive reasoning, structural change, functional change, language development, social perspective taking
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| 1st level of Kohlberg’s theory of moral reasoning in which control is external and rules are obeyed in order to gain rewards or avoid punishment or out of self interest | show 🗑
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| show | conventional morality or morality of conventional role conformity
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| 3rd level of Kohlberg's theory of moral reasoning in which people follow it internally held moral principles that can decide among conflicting roles standards | show 🗑
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| show | Preconventional morality, conventional morality, postconventional morality
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| What are Kohlberg 6 stages of moral reasoning? | show 🗑
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| show | Parents, peers, culture, close friends, being perceived as a leader
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| show | Higher cognitive development does not necessarily mean higher moral development, moral activity can be motivated by emotion such as sympathy, guilt and distress, internalization of purse social norms
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| How can Kohlberg’s theory of moral reasoning be affected by parent and peer influences? | show 🗑
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| show | Some people in other countries do not reach the same stages as Western-based countries, does not necessarily mean less moral development
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| show | Gilligan said that Kohlberg standards were more important to men than women, and men care about justice, women care about caring for others
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| Discuss individual differences in pro-social behavior, such as volunteering. | show 🗑
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| On what basis do adolescences make moral judgments? | show 🗑
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| show | Student motivation, self efficacy, SES, related family characteristics, gender, parenting styles, ethnicity, peer influence, school
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| show | self-efficacy
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| What can influence gender differences in school achievement? | show 🗑
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| show | With duty, submission to authority, participation in family and community
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| Assess the influences of personal qualities, SES, gender, ethnicity, parents and peers on academic achievement. | show 🗑
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| show | Safe orderly environment, culture, extracurricular activities, respectful/encouraging teachers, adolescence make rules, meaningful curriculum, different types of high schools
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| show | active engagement
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| What are trends in high school completion? | show 🗑
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| What are the causes and effects of dropping out? | show 🗑
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| show | More likely to obtain post secondary education, have jobs, be consistently employed
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| show | Individual ability and personality, education, SES, ethnic background, school counselors, life experiences, societal values
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| show | prepare for real world, develop real-world skills/work ethic, sense of responsibility/independence/self-confidence, appreciate value of work; distract from long-term educational/occupational goals, exposure to alcohol, drugs, sex, delinquent behavior
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| show | Self motivation, self-efficacy, SES, family, gender, parenting style, peer influence, high school; personality, education, background, school counselors, life experience, societal argues, school can deter students
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| show | Transition from childhood to adulthood
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| When does adolescence begin and end? | show 🗑
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| What opportunities and risks does it entail? | show 🗑
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| What happens to risky behavior patterns throughout adolescence? | show 🗑
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| show | Puberty, hormonal changes
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| What is puberty triggered by? | show 🗑
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| show | About 4 years, earlier in girls than boys, and one person can reproduce, timing varies
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| show | Age 9 or 10, adrenal glands increase hormonal output
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| show | Boys and girls undergo adolescent growth spurt, reproductive organs enlarge and mature, secondary sex characteristics appear
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| What possibly started the earlier attainment of adult height and sexual maturity? When did this occur? | show 🗑
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| What are the principal signs of sexual maturity for males and females? | show 🗑
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| How do these changes affect them psychologically? | show 🗑
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| What brain developments occur during adolescence? | show 🗑
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| Contrast how adolescents and adults process information about emotions. How does this affect adolescents’ judgment? | show 🗑
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| show | Under development of frontal cortical systems connected with motivation, impulsivity, addiction lead adolescences to risk taking
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| show | Poverty or lifestyle
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| Why do adolescences tend to not get enough sleep? | show 🗑
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| What are 3 common eating disorders in adolescence? | show 🗑
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| show | Serious long-term effects, affect mostly girls and young women, bulimia has better outcomes than anorexia
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| What are some common health problems in adolescence? | show 🗑
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| What are the leading causes of death among adolescents? | show 🗑
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| show | Eat right, exercise, don't play with guns, don't abuse drugs, wear protective gear
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| show | Engage in hypothetical-deductive reasoning, think in terms of possibilities, deal flexibly with problems, test hypotheses
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| show | No, requires environmental stimulation, not all capable, those who are capable do not always use it
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| show | Increase in declarative, procedural, conceptual knowledge and expansion of capacity of working memory
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| What functional a changes occur in adolescence? | show 🗑
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| show | Emotional immaturity
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| How do adolescence thinking and language use differ from young children's? | show 🗑
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| show | Progressives from external control to internalize societal standards to personal, principled moral codes
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| On what grounds has Kohlberg's theory of moral reasoning been questioned? | show 🗑
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| show | Developing sense of justice, growing cognitive ability
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| show | Self-efficacy beliefs, parental practices, culture and peer influences, gender, quality of schooling
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| Which students have the highest dropout rate? | show 🗑
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| Why is active engagement important for adolescences? | show 🗑
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| What can benefit high school graduates who do not immediately go to college? | show 🗑
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| What is the effect of part-time work on students? | show 🗑
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| What influences affect adolescents educational and vocational planning and preparation? | show 🗑
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