Adolescence Exam 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | Another youth of roughly the same age
Short interactions, minimal commitment
So for us: other students, similar age- they don't have to have real interactions with you, just someone you know with similar age and status
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| show | peer with whom the youth has a close relationship
Regular, sustained interactions, reciprocal liking and respect
They usually serve as each others emotional support
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| show | Interactions between pairs of individuals
Dy means two: a pair of people
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| show | Cliques, teams, and crowds with norms, rules, and hierarchies
More than two people
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| show | small groups of people (2-12) of the same sex+age who are defined by common activity: a clique of soccer players.
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| special functions of cliques | show 🗑
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| Crowds | show 🗑
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| show | Usually teens fit into two or three crowds. This functions as a sense of identity for the teen, like an attitudinal+behavioral guide. Around 17% of teenagers in high school don't fit into any crowds
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| How do peer relationships differ from those with adults? | show 🗑
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| special functions of peers | show 🗑
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| Developmental patterns of peers interactions: Age 3-4 | show 🗑
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| Developmental patterns of peers interactions: Up to age 7 | show 🗑
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| Developmental patterns of peers interactions: School years | show 🗑
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| Developmental patterns of peers interactions: Adolescence | show 🗑
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| how peers take on importance in adolescence | show 🗑
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| how peers take on importance in adolescence: socialization | show 🗑
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| opposite-sex peers | show 🗑
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| Peers influence/ Social influence | show 🗑
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| peer functions | show 🗑
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| Examples of peer influence in teens’ daily life? | show 🗑
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| show | Importance of peer pressure and crowd membership
Adolescent conformity pressure usually occurs through normative regulation
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| show | you can influence someone's behavior JUST by social modeling
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| Crowd membership | show 🗑
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| Adolescence and (most common) risk-taking behaviors | show 🗑
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| Data from the National Longitudinal Study of Adolescent Health (Ad Health) on social influence and its effects on risk taking | show 🗑
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| social overestimation | show 🗑
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| show | Teens asked to rate risk on crossing street on red light, then viewed others ratings, then rated again.
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| show | Children ages 8-11 had greater changes in second responses than all other age groups
ages 12-14 had greater changes in their second responses after viewing other teenagers’ ratings compared to after viewing adults’ ratings.
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| Social influence task (red light risk): 12-14 y/o significance | show 🗑
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| show | Changing because you want the most accurate information: you might follow the crowd when you feel uncertain or lack information on what to do
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| Informational conformity in adolescence | show 🗑
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| show | True
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| show | Teens could either stop at a yellow light or run through it (risk of crash)
Their goal is to make it to end asap, faster=money, but crash slows you down
driving alone vs. with a peer
Sometimes close friend or peer
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| show | Adolescents took more risks (ran more yellows) in the peer presence condition than other age groups. when teens are w/peer, neural regions supporting reward valuation, show greater activation compared to when the adolescent is alone
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| ventral striatum | show 🗑
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| orbitofrontal cortex | show 🗑
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| show | Children and adolescents learn a great deal about how to behave simply by observing the actions of their peers
Older children learn about social rules by watching their peers
Youths are more likely to model behaviors after those who are like them
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| show | Peers tell adolescents how to behave and reinforce them with praise and positive reactions for behaviors they approve of or punish them with criticism and negative reactions for behaviors they dislike
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| show | Peers are increasingly likely to reinforce each other as they get older and pressure each other to follow the rules of the group . Peer pressure to engage in antisocial behaviors is well documented.
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| show | groups that do delinquent behaviors together
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| show | This means that when you are associated with other deviant peers who are delinquent, you are also more likely to do delinquent behaviors because of the reinforcement and punishment behaviors of the group.
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| show | where a peer influences you into doing something to change your behavior
(Think of the study about a popular girl influencing peers to work out more without even telling them explicitly: The PLAN-A Project)
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| Social comparison | show 🗑
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| Upward Social comparison | show 🗑
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| show | comparing with someone who is worse than you at something. Can make you feel better about yourself, but it doesn't motivate you to do better or change your behavior - too much dsc (especially in young children) is related to narcissistic behaviors
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| show | Children usually compare themselves with their older selfs. They compare back in time, to their younger selves, to show themselves their mastery.
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| Developmental changes in social comparison: adolescence | show 🗑
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| show | Involvement in peer culture (x axis)
Involvement in adult institutions (y axis)
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| Involvement in peer culture (x axis) | show 🗑
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| Involvement in adult institutions (y axis) | show 🗑
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| show | true
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| true or false: Age, Sex, and ethnic segregation is consistently found in cliques | show 🗑
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| show | most frequent position in networks, (1 little less than half of teens are clique members). These are people who don't have friends outside of their own group. High stability (likely to stay in cliques)
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| show | not a minority group in high school. common. Individuals who interact with two or more teens who are members of cliques but are not a member of a clique themselves. High stability
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| Isolates | show 🗑
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| Gender differences in cliques | show 🗑
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| T or F: crowds offer teens directions on self-identity and behavior | show 🗑
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| Friendship involves: | show 🗑
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| Adolescent friendship Functions | show 🗑
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| show | low stability - usually friendships do not last long
more stable in well-adjusted adolescents
Same-sex friendship more stable than opposite-sex friendships
Only 1/2 of reciprocated best friendships remain the same between the start-end of a school yr
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| show | The probability that a friendship in 7th grade survives through the 12th grade is zero
Most friendships end between the 7th and 8th grade. Most are not stable and will disintegrate
But technology helps people stay connected and this research is old
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| factors effecting whether adolescents become friends | show 🗑
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| factors effecting whether adolescents become friends: 1. Orientation toward school | show 🗑
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| show | Music, clothing, makeup, things they express themselves with. Will usually pick friends who are into the same things as you
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| show | Deviant teens report less loneliness than adolescents who are friendless. They make friends with other deviant teens. Kids with conduct problems aren't usually liked by their peers- so they have a small number of friends to choose from
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| Gangs | show 🗑
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| show | Teens who are involved fighting, partying, but aren't involved in serious crimes, they're just deviant
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| Selection | show 🗑
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| show | follow teens for 2-3 years, they become even more similar with their friends, they influence each other's behavior and characteristics. This has been found heavily in academic performance. This is also found with drug use and mental health.
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| show | focusing on negative events, hashing out negative details together. especially amongst adolescent girls, those who are only a little depressed, will become with those like them. Overtime, they become even more depressed.
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| show | aggressive children, who are rejected by others and have limited choices in friends - this stays true into adolescence: they lost the opportunity to male friends with those that are not hostile
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| show | Monitoring who their child spends time with, guiding them to be friends with peers that parents like
Really important
Excessive monitoring can backfire: too harsh and too controlling leads to teens wanting to do the opposite of what their parents want.
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| show | Attachment of child to caregiver lays the foundation for later social and emotional development
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| Attachment theory | show 🗑
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| Strange Situation Procedure | show 🗑
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| Secure attachment | show 🗑
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| show | Will usually be very distressed when mom leaves, avoid stranger, when mom comes back they approach but also push her away and punish her for leaving
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| Insecure-Avoidant attachment | show 🗑
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| Disorganized | show 🗑
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| show | Majority of institutionalized children had insecure and other types of attachment (e.g., disorganized), whereas most never-institutionalized children had secure attachment
This is from the romanian orphanage study
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| show | About half of the foster care children had secure attachment to their foster caregiver
Even those who had a foster mom and were not secure still did better than those who never went into foster care
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| show | Foster care insecure also had on average 2 friends at 16 y.o.
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| show | Foster care secure had 3 close friends
They did better than those who did not have secure attachment in foster care
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| show | Never institutionalized had an average of 4 close friends
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| show | Adolescents spend significant amount of time with peers, which is related to their greater motivation to be accepted by peers
Being excluded is catastrophic to their daily lives
They'd be at school for 9-10 hours a day and no one likes them
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| show | hypersensitivity
-Neural sensitivity to social rejection is related to social anxiety and depression
-They really care about being accepted, it's only seen in teens, NOT children or young adults
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| Social Exclusion Task: Cyberball | show 🗑
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| Social Exclusion Task: Cyberball Findings for children | show 🗑
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| show | Teens show different patterns. More attention when rejected, but also more attention when it's not their turn. attention to threatening situations (things that could lead to exclusion)
worried about being ostracized+excluded by other kids in school, etc
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| Sociometric technique/rating/method | show 🗑
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| Sociometric technique/rating/method outcomes | show 🗑
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| Sociometric technique/rating/method: "Popular" ratings | show 🗑
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| show | have some friends but are not as well liked as popular children
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| Sociometric technique/rating/method: "Neglected" ratings | show 🗑
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| Sociometric technique/rating/method: "Controversial" ratings | show 🗑
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| Sociometric technique/rating/method: "Rejected" ratings | show 🗑
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| Perceived Popularity/ perceived social acceptance method | show 🗑
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| Factors that affect peer acceptance | show 🗑
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| show | Popular-prosocial - friendly toward their peers and well liked
Popular-aggressive - athletic, arrogant, and aggressive but at the same time viewed as “cool” and attractive:
Think Regina George
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| show | Aggressive-rejected - not accepted by peers because of their low level of self-control and high level of aggression
This group usually does the bullying
Nonaggressive-rejected - tend to be anxious, withdrawn, socially unskilled
usually get bullied
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| Socially Neglected children | show 🗑
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| T or F: Physical attractiveness is related to popularity | show 🗑
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| Attractiveness “Halo Effect" | show 🗑
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| show | the social knowledge and skill to ask for information, offer information, or invite other children
good understanding of other peoples mental states and more awareness of their emotions and motives
Can interpret social cues properly
Socially competent
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| Bidirectional relation of deficits in social understanding and peer rejection | show 🗑
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| Bidirectional relation of deficits in social understanding and peer rejection: EXAMPLE | show 🗑
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| Social Information Processing Theory | show 🗑
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| Social Information Processing Theory in aggressive children | show 🗑
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| Which of these is not true about adolescent friendships characterized by a reciprocated emotional bond buffer against later adjustment problems like emotional issues last for a long time, through all high school years They are voluntary relationships | show 🗑
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| show | Popular-aggressive
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| show | True
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| Sullivan’s theory of interpersonal development | show 🗑
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| Sullivan’s theory of interpersonal development: Infancy | show 🗑
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| show | need for adult participation in child’s play
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| Sullivan’s theory of interpersonal development: Middle childhood | show 🗑
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| Sullivan’s theory of interpersonal development: Preadolescence (8-10 y.o.) | show 🗑
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| show | need for sexual contact, intimacy with partner
Highlights the emergence of sexuality during puberty
Success of these relationships will be built on the foundation of early relationships
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| show | the emotional bond between an infant and a caregiver sets up expectations (or an internal working model) of the interpersonal relationships and attachment styles with others through the lifespan
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| How to measure attachment beyond infancy? (cannot do a strange situation with an adult/adolescent…) | show 🗑
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| show | The researcher is looking at if the narrative is idealistic (too perfect to be true), dismissive (burying and hiding all the negative stuff), or coherent (secure: they are able to say good and bad things about their mother)
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| show | Intimacy and loyalty becomes more important
teens have more strict+abstract qualities used to describe a friend:
They need intimacy from this person
They need loyalty from this person
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| show | Self disclosure (information about yourself that you tell others)
In adolescence self-disclosure is more directed towards friends (increases social support+reduces stress+feelings of validation)
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| show | Descriptive: saying facts about yourself (where you’re born, where you’re from, etc.)
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| evaluative self-disclosure | show 🗑
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| Negative consequences of self disclosure | show 🗑
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| show | Adolescents who do not self-disclose may feel lonely, depressed, and confused about how much to reveal/what to say
These kids are usually socially anxious and shy
Its a social skill to self-disclose properly
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| T or F: Self-disclosure to parents decreases from early to mid adolescence, but increases again into adulthood | show 🗑
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| show | Phenomenon in which the presence of a social partner reduces and/or eliminates an acute stress response (usually induced by fear, uncertainty)
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| show | Parents buffered cortisol response to social stress in the children but not in adolescents
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| show | Cortisol caused by the perception of stress
More cortisol related to the fight or flight response
Cortisol—end product of the(HPA)-axis, which relies on hormonal signals to regulate your metabolism)
Stress activates hypothalamus
negative feedback loop
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| show | (in girl friendships)
jealous of friends relationships with other friends (want friends to be loyal to them)
seen in girls: (13-15)
Close friends who have intimate and exclusive relationships with each other often become more aggressive with each other
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| Changes in behaviors in friendships: Conflict | show 🗑
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| What leads adolescent friends to fight one another? | show 🗑
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| Reason for conflict in young vs older adolescent friends | show 🗑
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| Prevalence of dating and romantic relationships in adolescence | show 🗑
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| show | Recreational quality (it's fun+entertaining)
Source of status (teens who begin dating will be viewed as more popular+socially advanced)
Helps build social and sexual identities
Fulfills needs for companionship and intimacy
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| Development of dating in early adolescence | show 🗑
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| Development of dating in late adolescence | show 🗑
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| show | more negative and controlling than young adults
like excessive texting the person, checking on them, asking them to wear certain clothing
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| show | Increasing willingness to analyze and dissolve disagreements into young adulthood
They won't just break up with each other over conflict
Focus on personality traits in partners
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| show | 3 phases
1) Ages 11-13
2) Ages 14-16
3) Ages 17-18
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| show | Interest in socializing with potential romantic interests. Main purpose: to establish or maintain social status
Usually relationships don't last more than a couple weeks
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| show | Engage in dyadic relationships, casual dating. it becomes a source of passion and preoccupation.
not serious, no commitment
They're always thinking about the other person and engage emotionally in the relationship
last from several weeks to 6 months
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| show | concerns w/commitment & tensions b/t needs for intimacy and needs for autonomy. Relationships begin to look like those of young adults.
On one hand they want to be intimate, on the other they're juggling lots of responsibilities.
Last a year or longer
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| social stress buffering in romantic relationships | show 🗑
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| show | In the U.S. this is a normal transition
Some people find it difficult to transition
Ages 12-14, so most people are going through puberty (biological, cognitive changes)
Also social changes: people want more friends
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| Transition from elementary to secondary schools (elementary vs middle school (grades 6-8)) continued | show 🗑
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| T or F: Changing schools is easier for students going into small rather than large schools | show 🗑
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| show | Prior academic record
Prior psychosocial problems (those without friends do worse)
Cascading effects: if you thrive socially in 6th grade, it adds to 7th grade and you thrive more. This also applies to academics. But it goes both ways.
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| show | Parents+teachers who are involved+supportive teachers+parents involved: (socially inclusive environment) teens tend to do better
Having close friends (before transition)
Larger protection effects for those who come from low income backgrounds
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| Schools with tracking structure | show 🗑
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| show | catholic schools score higher on standardized test. due to the students’ socioeconomic characteristics (virtually all white+advantaged). But if you compare a public school kid w/same economic status, they are pretty much equal in terms of performance
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| show | Strong communities, high social capital
Better safety, less exposure to gangs, fights between ethnic groups, less substance use
Kids report feeling more safe
Because they're from richer neighborhoods
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| show | The extent to which students are psychologically committed to learning/mastering the material rather than just completing the assigned work
~ One fifth of students are highly engaged in class
~ one third of students are disengaged
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| show | refers to whether students see a reason to learn the material
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| show | the extent to which the student likes the subject they’re learning
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| show | is the student showing behaviors that show engagement, or do they appear inattentive
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| Factors that influence student engagement & success | show 🗑
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| Factors that influence student engagement & success continued | show 🗑
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| Adolescents who work while also in school | show 🗑
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| show | intervention was a child-parent center program ages 3-4
Asked the parents to be involved, do volunteer activities in the daycare, go on field trips, know the teachers, know what the kids are doing, etc.
Come in at least 1.5 days per week to the daycare
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| show | Greater likelihood of high school completion and higher educational attainment was explained by parental involvement. Involving the parent, changing the cognition, having better school support can make kids more successful in the long run
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| Experience sampling method | show 🗑
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| Interval-contingent responding | show 🗑
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| Event-contingent responding | show 🗑
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| Signal-contingent responding | show 🗑
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| Advantages and disadvantages of the experience sampling method? | show 🗑
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| true of false: Busier adolescents tend to be more successful academically | show 🗑
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| Does work positively influence development? | show 🗑
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| nature and skills that adolescents use in their job | show 🗑
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| show | The # of hours is related to lower grades and greater likelihood of dropping out
Working might be good if the hours are manageable. Students who work a greater number of hours might be more psychologically invested in work rather than school
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| show | Self-selection process. Primary orientation model-adolescents usually focus their attention on either school or work but not both. premature work causes pseudomaturity
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| Does work promote problem behaviors? | show 🗑
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| Summary on adolescent work | show 🗑
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| Summary on adolescent work continued | show 🗑
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| function of adolescent paid work | show 🗑
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| show | true
-Most people improved their moods by using their phones
Even adolescence who were depressed report being happier after phone use
Limitations: cannot claim a causal effect, study only ran for 1 week
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| show | 97% of adolescents report using the internet daily
More than 90% of adolescents between ages 13-17 use social media
The majority (56%) is on it several times a day
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| Age differences in screen time | show 🗑
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| relations between screen time and internalizing and externalizing problems | show 🗑
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| The displacement hypothesis | show 🗑
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| The displacement of time spent on healthy activities lead to negative outcomes: | show 🗑
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| show | there are reverse effects, in which children and teens who have sleep and regulation problems increase their screen time that creates a cycle in their sleep problems
Some individuals use screen time or social media to regulate
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| show | physical blue light exposure before bed can interfere with melatonin which makes it harder to fall asleep
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| Arousal hypothesis | show 🗑
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| Social comparison theory | show 🗑
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| show | perspective on media use that highlights potential impact of media exposure on individuals.
One way direction: exposure to social media can change teens behaviors (and not the reverse): shapes adolescents’ interests, motives, and beliefs about the world
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| Use and gratification model** | show 🗑
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| Media practice model | show 🗑
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