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| "Adolescence is like having only enough light to see the next step directly infront of you" |
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| Which nation discussed about adolescents in early history? |
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| 4th cent BC adolescents are abstract and reasoning doesn't develop till adolescent. |
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| reason appears in adolescent. ability to choose is important "me me me". This shit is not new. |
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| thought that the adolescent was a mini adult |
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| 18th century. Adolescent is a unique period of life |
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| father of scientific study of adolescent. |
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| Stanley Hall thought of two views |
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| Storm and stress and inventionist view |
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| Adolescence is a turbulent time charged with conflict and mood swings. |
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| people same age group effect same age group. |
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| Usually observable, emotional, immature, stubborn, lazy, selfish, apathetic, annoying, loud. |
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| Adolescent generalization gap |
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| Gave stereotype about adolescents because of a miniority highly visible group |
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| Positive youth development |
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| focus on positive attitudes and positive qualities. |
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| setting in which development occurs. opportunities are high. |
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| Social policies, unfair treatment. |
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2/3 asian adolescents
street youth
ME adolescenets not allowed to interact with opposite sex |
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| Men have more opportunity. parental support. |
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New opportunities, health and well being.
Doing more sex and drugs.
Families more mobility.
Enrolled in school |
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| Changes that begins at conception and continues through lifestyle |
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| Transition to adolescents |
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Bio (puberty)
Cog (abstract reasoning)
Socio Emotional changes(independence protective) |
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18-25
Temporary, instability, ID exploration, self focused, age of possibilities |
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| Which stage of adult hood is parents in? |
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| Possible markers of adulthood |
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Economic independence
Self-responsibility
Independent decision making
Accepting responsibility for consequence.
Deciding own beliefs and values
Establishing a relationship equal with parent.
Resiliance |
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| Biological inheritance vs nurture born with basic intel. |
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| Continuity vs discontinuity |
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| How do we develop and reach a certain age |
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| if early experiences are key or if later experiences are key |
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Conceptualize a process or problem
Collect research info
AnALYZE DATA
dRAW CONCLUSION. |
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| interrelated, choerent set of ideas that helps to explain phenomena and make predictions |
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| What is tested. Specific assertions and predictions that can be tested. |
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| Problem with Freud's theories. |
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| Cant test. Overly concerned with sex and negative of people. Prescribing coke. |
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Oral
Anal
Phallic
Latency
Genital |
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| 4-5 years old. Play with themselves. |
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| what is learned. rational decisions |
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| Unconcious methods that ego uses that says it's ok (rationalization) |
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| Development framework, family relationships |
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| It's not so much on sex development; look at social and lifespan development |
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| Eriksons Psychosocial Theory |
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| 8 stages of life. Each stage develop crises. If not sucessful at task in 1 stage, will have difficulty with next stage. |
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| Stages ____ for adolescence according to _____ |
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| 4; pre adolescence; Industry V. Inferiority. |
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| Mastery of knowledge/Intelectual skills |
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| Outcomes of Erikson stage 4 |
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| Feelings of incompetence and inferiority. |
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| Stage 5 of Erikson (____):- |
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| adolescence; Id vs Identity confusion. |
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| Stage 5 of Erikson involves (which is also ___) |
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| Explore who you are and where you want to go in a healthy manner.; Discontinous |
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| Negative outcome of stage 5 of Erikson |
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| Fail to explore or fail to explore in a healthy way lead to confusion |
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| Stage 6 of erikson (____): |
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| Intimacy v Isiolation. Form healthy friendships and intimate relationships |
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| Negative outcome of stage6 of erikson |
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| Emphasis on concious thoughts. |
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| Three important cog theories |
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Definition
Piaget's cog develop theory. (in cog realm how we develop and think.)
Vygotsky's Sociocultural Cog Theory. (what's going around)
Info process theory (Cog develop machine like) |
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| Skinner's Operant Condition |
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| Behavior is learned and often changes according to enviromental experience. |
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| Example of skinner's operant condition |
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| Reward-punishment system. |
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| Bandura's socioal cog theory |
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| Behavior, enviroment, and cog interact to influence development. |
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| Bronfenbrenner (it's not immediate enviorment) |
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| Immediate family, school individual has experience with |
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| Link with microsystems. Family and school can effect one another |
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| link setting where adolescent not active and the experience. |
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| Mom works 24/7 and doesn't spend time with kids. |
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| major events or transitions. |
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| Electic Theoretical Orientation |
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| not following any one approach; select from each theory what is most appropriate |
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| Methods for collecting data |
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Descriptive
Correlational
Experimental |
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| Collect by serverys if relating |
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| seems as if one thing causes another. |
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| individuals of different age compared to each other at one time. |
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| individuals followed over a long period of time. |
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| Assuming going to develop the same |
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| weakness of longitidunal study |
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| expensive time consuming. |
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| Combination of both cross sectional and longitudinal. |
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| APA's guidelines address four important issues |
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1. Informed consent
2. Confidentiality
3. Debriefing
4. DEception |
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| Some things to consider in ethical research |
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| Popular media, sample size, single studies, correlational does not equal causation, consider the source. |
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| three basic parts, cell body, dendrites, and axon |
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| during adolescence 7 connections of neurons |
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| Chemicals dopamine and seratonin |
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| What happens when myelin sheath breaks? |
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| Connected in precise ways and form various structures in the brain. |
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| Connects brain bundles of axon fibers. Thickens during adolescence which means more efficient processing |
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| Front part of brain, involves judgment and reasoning. Doesn't finish till 18-25 |
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| brains remarkable ability to repair or rejuvinate itself (grow) |
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| language 90% of US has this. seperated by corpus |
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| neurons needed something to do and it's rejuvinating |
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| sensorimotor, properational, concrete operational, formal operational |
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| (0-2) brain develop connections. sensory experients |
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| 2-7 walking, talking, child learns through image and language |
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| Concrete operational (___)- |
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| logical reasoning classify things. conservation logic |
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| formal operational (____) - |
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| Hypothetical deductive reasoning |
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| develop hypo and go into research |
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| Schema, assimilation, accomodation, equilibrium |
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| concept of something, helps organize and interprate early |
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| incoroproate new info into existing knowledge |
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| change existing knowledcge |
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| tries to resolve conflict |
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| Theory of Piaget's theory |
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| Instrumental emphasized how to adapt |
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| Criticism of Piaget's theory |
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| stage view too rigid, to semeral typically, culture is not adequately represented, cog changes in adult hood, early realistic and pragmatic thinking, later reflect eraltivism and relatvistic thinking |
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| Social constructivis approach |
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| learning through social interaction language and culture. |
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| are facilitators and guides |
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| ZPD zone of learning how you learm immediatly |
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Culture:Vy
Construct: (Vy's social) (Piaget's cog)
Stages: Piaget
Language: Vy
Edu: (vy's central) (piaget's supportive role)
key processes: (Vy's zpd) (piaget's schema) |
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| Not stage like, cog resources, attention is divided selective sustatined and exe, cog control gets better, decision making improves |
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| certain capacity, speed processing (quantative) |
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| qualitative type of thinking what kind. |
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| reasoning from specific to the general. doesn't mean conclusion is true. |
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| reasoning from the general to specfiic. if premise is true, conclusion is true. |
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| think reflexively, productively and evaluation the evidence. |
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| converses to a correct answer |
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| thinking is a novel or unusual way and come up with a unique solution to probs. |
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| Thinking about thinking (qualitative monkey mind) |
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| emphasizes importance of individual differences in intel |
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| prob solving skills and ability to learn from and adapt to life's everyday exp |
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| binet revisions of stand forbinet. Wechsler scales |
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| When using intel tests keep in mind... |
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Psych tests are tools
Avoid stereotyping expectations
IQ is not a sole indicator of competence |
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| Sternberg's triarchic theory |
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| test intel on 3 types...analytical intel,creative and practical |
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| Gardener's 8 frames of mind |
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| Verbal, musical, mathmatical, spatial bodily, naturalist, intrapersonal, interpersonal, Kinesthetic |
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| Gardenerr's emotional intel |
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| manage socially and emotionall |
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| Goleman (1995) and Slovey Mayer 1990 |
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| emphasized 3 aspects of intel..interpersonal, intrapersonal, practical |
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| Most researchers agree (intel) |
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| that genetics and enviroment interact to influence intel |
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| studies on iq scores 1910-20 found 7 of average iq tests. 3 points a decade. increase edu and increase tech. health increase and nutritrion increase |
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| way individuals conceptualize and reason about social worlds |
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| Adolescent egocentricism (aristotle) |
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| personabl fable (no one can understand!!!) |
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| taking a diff perspective (interpersonal) |
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| Individuals cog rep of the self |
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| substance and content of self conception. |
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| What is needed in self understanding |
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| functions of seld hood, interpersonal tool, decision making, self regulation, self reference effect. |
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| evolution; some reference to self, pay attention to it. |
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| Dimensions of adolescent self understanding |
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| abstract and idealistic, differntiated, fluctuating, contradiction, real v ideal, social comparison, self consciousness, self protection, unconsious self. |
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| (ideal) compare to peers. |
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| attempt to find who they are |
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| unwilling to accept negative criticism |
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| (freud) stuff going on unconciously. |
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| global; aka self wart or self image; global evaluative dimension of the self. |
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| refers to domain specific evaluations of the self. |
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| measures self esteem and self concept |
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| self perception profile for adolescent asses 8 domains, behavioral observation in the asses self esteem |
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| perceptions don't always match reality. |
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| (family, peers, schools etc) contribute to the development of an adolescent self esteem |
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| gain increase importance in adol. |
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| is positive self esteem stable? |
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Definition
| no, social context changes according to short term events. |
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| Consequences of low self esteem |
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Definition
| implicated in depression, suicide, anorexia, nervosa, delinquency, and other adjustment problems. |
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| Increase adol self esteem |
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| self esteem often increase when adol faces a probelm and tries to cope with it. |
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| The comprehensive and proactive theory of ID development is... |
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| caught between opposite of dependency and autonomy. |
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| Personality and role experimentation... |
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| a deliberate effort on the part of adols to find their place in the world (core of ID develop) |
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| The 4 statuses of ID created by |
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| ways of resolving ID crisis... |
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| ID diffusion,forecloseure,moratorium, achievement. |
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| no explore, no commitment. |
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| no explore, made commitment to not explore |
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| Family influences on ID development, |
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| parenting style, individuality, connectedness. |
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| Individuality consists of |
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| self assertion and seprateness |
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| ability to have commounication and a point of view |
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| express how one is different from others |
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| Connectedness consists of |
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| mutuality and permeability |
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| sensitivity and respect for others views |
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| openens of other's views. |
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| Strong connections, weak individuality |
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| Aspect of self that includes sense of membership in ethnic/gender group |
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| What's involved in ethnic and gender ID? |
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Definition
| Bicultural ID, contexts, change, emotional develop. |
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| involves awareness understanding and regulation of emotions, linked with academic sucess. |
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| The big 5 factors of personality |
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| openess to exp, conscientousness, extraversion, agreeableness, neuroticism (emotional stability) |
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| an individual's behavioral style and characteristic way of responding |
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| 3 traditional basic types of temperament |
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| early, diffcult, slow to warm |
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| New temperamnet categories |
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Definition
| positive affect and approach, negative affectivity, effortful control. |
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| Developmental connections and contexts |
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| easy, difficult, inhibit temp |
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| still ok, delayed, less assertive |
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| Match between an indiviual's temperant indiviual must cope with |
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