Psych 412 (1+2) Final Exam with verified answers, Exams of Nursing

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Psych 412 (1+2) Final Exam with verified answers

Five |Chief |manifestations |of |puberty |- |correct |answer |-1. |Primary |Sex |Characteristic |Changes |

2. |Secondary |Sex |Characteristic |Changes
3. |Accelerated |Growth |(Somatic)
4. |Body |Composition |Changes |(Somatic) |
5. |Circulatory |and |Respiratory |Changes
6. |Primary |Sex |Characteristic |Changes: |- |correct |answer |-Regions |found |to |play |a |primary |role |in |sexual |reproduction.

-born |with |them |such |as |the |penis |in |men |and |the |vagina |in |women

2. |Secondary |Sex |Characteristic |Changes |- |correct |answer |-Physical |changes |to |distinguish |sexes, |appear |during |puberty |but |not |directly |involved |with |reproduction.

-pubic |hair, |breast |development,etc

3. |Accelerated |Growth |(Somatic) |- |correct |answer |-Dramatic |increase |in |stature, |specifically |in |height, |in |a |very |short |period |of |time
4. |Body |Composition |Changes |(Somatic) |- |correct |answer |-Significant |changes |in |quantity |and |distribution |of |fat |and |muscle |in |the |body
5. |Circulatory |and |Respiratory |Changes |- |correct |answer |--Heart |volume |and |size |nearly |double

-Significant |increase |of |vital |capacity |of |the |lungs

Set |Point |- |correct |answer |-a |specific |level |of |circulating |hormones |defended |by |the |hypothalamus

Pattern |of |Release |of |hormones |during |puberty |- |correct |answer |-it |fluctuates |throughout |the |day, |the |set |point |fluctuates.

What |Triggers |Puberty? |- |correct |answer |-1. |Leptin

2. |The |role |of |kisspeptin |and |melatonin

Leptin |- |correct |answer |-One |possible |trigger |for |puberty.

-Protein |hormone |released |by |fat |cells |when |the |body |is |full. |

-We |know |it |plays |an |important |role |in |hunger |and |feeding |-> |inhibits |feeling |of |hungriness |

-Interacts |with |the |arcuate |nucleus |(Hypothalamus)

The |role |of |kisspeptin |and |melatonin |- |correct |answer |--If |you |don't |have |this, |puberty |will |never |happen |to |you. |

-As |leptin |is |increased, |kisspeptin |will |be |triggered. |

-Kisspepton |inhibits |melatonin

Two |main |pubertal |subsystems |- |correct |answer |-1. |The |HPG |Axis: |Stands |for |Hypothalamus, |Pituitary, |and |Gonads |

2. |The |HPA |Axis: |Stands |for |Hypothalamus, |Pituitary, |and |Adrenal |Glands

-Within |Both |systems, |the |Hypothalamus |acts |like |a |hormonal |thermostat, |sometimes |referred |to |as |a |"gonadostat" |-its |regulating |hormones |in |the |blood |stream.

HPA |Axis |- |correct |answer |-The |start |of |puberty, |secondary |characteristics, |starts |before |HPG |and |is |related |to |hormones.

-Development |of: |Pubic |hair, |armpit |hair, |and |acne |for |both |girls |and |boys.

HPG |Axis |- |correct |answer |-Occurs |after |the |HPA |axis, |Gonads |release |estrogen |for |females |and |androgen |for |males.

-Males: |Sperm |production, |development |of |penis, |pubic |hair, |and |testes. |

-Females: |Ovary |production, |menarche, |development |of |Breasts, |ovaries, |and |uterus.

Gonadarche |- |correct |answer |-maturation |of |the |gonads |(changes |in |the |HPG |axis)

Adrenarche |- |correct |answer |-maturation |of |the |adrenal |glands |(STARTS |FIRST)

-Involves |activation |of |the |HPA |axis |

Occurs |a |year |or |two |prior |to |gonadarche

Adrenarche |contributes |to |a |number |of |pubertal |features |including: |- |correct |answer |- •Pubic |hair |growth

•Body |odor

•Oily |skin |and |acne |

•Sexual |attraction

Boys: |Primary |Sex |characteristics |- |correct |answer |--Production |of |sperm

-Development |of |sex |organs

Boys: |Secondary |sex |characteristics |- |correct |answer |--Hair |growth |in |pubic |areas, |underneath |arms, |chest, |face, |shoulders |and |back

-skin |becomes |rougher |

-sweat |glands |increase |production

Girls: |Primary |Sex |Characteristics |- |correct |answer |--Maturation |of |eggs

-Development |of |sex |organs

Girls: |Secondary |sex |Characteristics |- |correct |answer |--Hair |growth |in |pubic |areas, |underneath |arms |and |a |slight |amount |of |facial |hair

-Skin |becomes |rougher

-Sweat |glands |increase |production

-slight |enlargement |of |breasts |known |as |breast |buds

Girls |:Order |of |Pubertal |Events |- |correct |answer |-Start

1.Initial |pubic |hair |

2.Appearance |of |breast |buds

3.Growth |spurt

4.Growth |of |sexual |and |reproductive |organs |

5.Menarche |(first |menstrual |period) |

6.Secretion |of |increased |skin |oil |and |sweat

7.Development |of |underarm |hair |

End

Boys: |Order |of |Pubertal |Events |- |correct |answer |-Start |

1.Appearance |of |pubic |hair |

2.Growth |of |testes

3.Growth |spurt |

4.Increased |growth |of |penis |

5.Deepening |of |the |voice |

6.Secretion |of |increased |skin |oil |and |sweat

7.Development |of |facial |hair |

End

The |timing |of |puberty |- |correct |answer |-the |onset, |when |did |it |start

The |tempo |- |correct |answer |-the |speed |of |all |pubertal |events

Timing |of |Puberty |vs |Tempo |- |correct |answer |-THERE |IS |NO |RELATIONSHIP |BETWEEN |THE |TWO

Female |onset |and |tempo |- |correct |answer |-Females |onset: |10.5 |

Female |tempo: |1.5 |-6 |years

Male |onset |and |tempo |- |correct |answer |-Male |onset: |11.

Male |tempo: |2-5 |years

Measuring |Pubertal |Development |- |correct |answer |-Endocrine |versus |Somatic |Measures |

-Conceptual |and |practical |consideration

1.Endocrine |measures |- |correct |answer |-Hormonal |Levels

1.Somatic |measures |- |correct |answer |- •The |Tanner's |Stages |

-Longitudinal |method |to |create | 5 |stages |assessment |on |pubertal |progress |

-Includes |measures |of |both |primary |and |secondary |characteristics

-Self |assessment |at |doctor |office

Somatic: |Muscle |Mass |and |Body |Fat |

Tanner's |work |(graph) |circa | 1970 |- |correct |answer |-See |chart.

In |the |end: |Girls |muscle |to |fat |ratio |is |about | 5 |to | 4 |while |in |boys |it |is |roughly | 3 |to | 1

The |distal-proximal |trend |- |correct |answer |-growth |occurs |first |at |the |outer |limbs |and |works |its |way |in |to |the |trunk |

-Thus, |adolescents |are |truly |accident |prone, |especially |around |peak |height |velocity |(rubber |duck |experiment)

Steinberg's |Social |Impact |of |Puberty: |- |correct |answer |-3 |Main |pathways |of |influence

1 |Main |pathway |- |correct |answer |-Biological |Changes |-> |Changes |in |Adolescent's |behavior

2 |Main |pathway |- |correct |answer |-Biological |Changes |-> |Changes |in |Adolescent's |Appearance |-> |Change |in |Adolescent's |self- |image |-> |Changes |in |Adolescent's |Behavior

Self |image: |don't |want |little |kid |stuff |in |room |anymore, |because |don't |want |self |image |to |be |associated |with |it.

3 |Main |pathway |- |correct |answer |-Hormonal |Changes |-> |Change |in |Adolescent's |Appearance |-> |Changes |in |Reactions |of |Others |-> |Changes |in |Self- |concepts |and |Behavior

Examples: |dad |is |a |vetinarian |and |had |work |til |late, |but |when |he |did |come |home |he |would |hug |and |interact |with |him |no |matter |how |tired |he |was. |However, |one |evening, |a |switch |went |off |and |shook |his |hand, |instead |of |hugging |him. |As |a |parent, |they |need |to |treat |you |differently, |so |his |dad |changed |his |demeanor |so |the |son |would |know |how |to |act.

Origins |of |Storm |and |Stress |- |correct |answer |--G.Stanley |Hall's |Key |ideas |

-Csikszentimihalyi |and |Larson's |pager |studies

G. |Stanley |Hall's |Key |Ideas |- |correct |answer |--Hall |was |the |"first" |in |many |things |and |was |critically |involved |with |the |Child |Study |Movement |

-He |believed |in |the |recapitulation |theory. |

-Decrease |in |self |control |(storm) |and |increase |in |sensitivity |to |arousing |stimuli |(stress) |manifests |in |three |main |features.

Decrease |in |self |control |(storm) |and |increase |in |sensitivity |to |arousing |stimuli |(stress) |manifests |in |three |main |features. |- |correct |answer |-1.An |increase |in |fighting |with |your |parents |(conflict |between |parent |and |child |increase)

2.An |increase |in |risk |taking |behavior |

3.Teenagers |are |moody

Pubertal |Timing: |The |secular |Trend |- |correct |answer |-puberty |is |starting |earlier |for |boys |and |girls |now |than |it |did |a |hundred |years |ago.

-downward |in |the |age |of |menarche |has |occurred |in |every |western |country |for |which |records |exist.

Influences |on |Timing |and |Tempo |- |correct |answer |-1. |Genetics |

2. |Exercise |
3. |Nutrition |
4. |Endocrine |Disruptors |
5. |Birth |Weight |
6. |Artificial |Light |

7. |Role |of |Stress
8. |Genetics |- |correct |answer |--Is |considered |the |greatest |predictor |of |timing |and |tempo |

-Much |of |the |research |has |been |conducted |on |twins |looking |at |concordance |rates

-Inherited |predisposition, |not |fixed |absolute

-monozygotic |twins |related |more |than |dizygotic |twins

2. |Exercise |- |correct |answer |-High |levels |of |chronic |exercise |can |delay |the |onset |of |puberty
3. |Nutrition |- |correct |answer |--Maternal |nutrition |is |linked |to |pubertal |onset

-The |healthier |and |more |well |fed |you |are, |the |more |likely |you'll |mature |earlier |(Energetics |Theory)

4. |Endocrine |Disruptors |- |correct |answer |--Exposure |to |chemicals |that |throw |off |our |body's |normal |hormonal |functioning-> |pushes |the |onset |earlier
5. |Birth |weight |- |correct |answer |-Low |birth |weight |and |early |onset
6. |Artificial |Light |- |correct |answer |-Increased |exposure |to |artificial |light |impacts |pubertal |timing |as |well |-> |pushes |onset |earlier
7. |The |Role |of |Stress |- |correct |answer |--Extremely |high |levels |of |chronic |stress |eventually |lead |to |suppression |and |delay |of |onset |(Stress |Suppression |Theory) |

-Unusually |heightened |levels |of |chronic |stress |is |associated |with |earlier |onset

Ex. |Parents |going |through |a |divorce, |will |cause |a |lot |of |stress

The |delayed |Phase |Preference |- |correct |answer |-As |children |pass |into |adolescence |they |tend |to |change |their |pattern |of |sleeping |behavior, |preferring |to |go |to |bed |later |at |night |and |get |up |later. |

-The |role |of |the |hormone |melatonin

Why |Adolescents |aren't |getting |enough |sleep... |- |correct |answer |-1. |Social |Pressures: |peer |pressures |to |engage |in |late |night |activities

2. |After |school |activities, |such |as |sports, |clubs |etc
3. |Part-time |job: |most |adolescents |are |working |during |the |school |year
4. |Academic |Responsibilities: |including |increased |homework |load, |extra-curricular |activities, |and |start |times. |
5. |Parental |Monitoring: |Most |parents |loosen |their |vigilance |in |monitoring |bed |times |
6. |Technology: |increased |exposure |to |artificial |light |during |the |evening/night |impacts |melatonin

Early |Maturation |in |Males |- |correct |answer |--Perception |by |Peers: |positive, |mature, |popular, |attractive, |and |a |leader

-Self-Perception: |tend |to |be |positive; |higher |self-esteem |and |self-confidence

However, |not |everything |is |"perfect"..

-higher |rates |of |delinquent |behaviors |and |affiliation |with |deviant |peers

• |Higher |rates |of |internalized |distress |in |later |adolescence

Late |Maturation |in |Males |- |correct |answer |--Perceptions |by |Peers: |childish, |unpopular, |and |less |attractive |

-Self- |Perceptions: |feelings |of |inadequacy, |negative |self-concept, |low |self-assurance, |timid

Potential |benefits?

-Less |likely |to |engage |in |risky |behaviors

-More |time |to |cognitively |advance |before |puberty |hits

Early |Maturation |in |Females |- |correct |answer |--Self |Perceptions: |generally |negative, |(highly |dependent |on |sociocultural |factors) |

-Peer |Perceptions: |vary, |but |tend |to |be |considered |popular |by |male |peers |but |increased |relational |victimizations |(spreading |rumors, |and |gossip |about |them, |to |rip |apart |social |status) |

-Externalizing |Issues: |are |high, |similar |to |early |maturing |males |for |similar |reasons |(but |based |on |environmental |influences) |

-Psychological |issues: |higher |rates |of |reported |psychological |distress

Late |Maturation |in |Females |- |correct |answer |- •Late |maturing |girls |report |fewer |issues |compared |to |early |onset |counter |parts.

May |still |experience: |

-teasing |and |bullying

-Ostracized |from |mixed |gender |engagements |

-negative |body |image

Maturation |Deviance |- |correct |answer |-The |more |physically |different |you |are |from |peers |the |more |psychological |distress |you |will |experience.

Cultural |Desirability |- |correct |answer |-The |more |culturally |undesirable |your |body |shape, |the |more |likely |you'll |experience |psychological |distress.

Changes |in |Cognition: |some |advantages |logical |thinking |- |correct |answer |--Transductive |thinking

• |Inductive |thinking

-Deductive |thinking

Transductive |thinking |- |correct |answer |-Connects |two |particular |events |into |a |cause-effect |relationship |simply |because |they |occurred |close |in |time. |

-Example: |A |child |hears |a |dog |bark |and |then |sees |a |train |arrive. |He |concludes |that |the |train |comes |because |the |dog |barks. |

-Characteristic |of |children |2-7 |years |old.

Inductive |thinking |- |correct |answer |-We |make |inferences |about |the |world |based |on |a |limited |set |of |experience. |

-Example: |Grandfathers |are |bald

Deductive |thinking |- |correct |answer |-The |individual |draws |a |conclusion |based |on |a |logical |set |of |known |premises, |which |are |held |to |be |true. |

-Example: |All |hockey |players |wear |mouth |guards, |kim |has |one |so |must |be |a |hockey |player.

-goes |from |general |to |specific

Thinking |abstractly |- |correct |answer |-Thinking |in |terms |of |what |"could" |or |"might" |be |in |various |scenarios.

Complex |thinking |- |correct |answer |-The |ability |to |take |into |account |multiple |meanings, |perspectives, |and |interpretations |of |the |same |scenario.

Relativistic |thinking |- |correct |answer |-Adolescents |tend |to |view |the |world |as |more |relative |and |based |on |individual |perspectives.

-being |able |to |communicate |and |reason |with |others |from |different |points |of |view.

Metacognition |- |correct |answer |-The |ability |to |introspect |and |reflect |on |one's |own |thoughts, |emotions, |and |behaviors. |

-Metacognition |first |appears |in |adolescence, |this |process |continues |to |develop |through |emerging |adulthood |and |into |midlife.

Adolescent |Egocentrism |- |correct |answer |--The |imaginary |Audient |

-The |personal |Fable

-Adolescent |idealism |

-Pseudostupidity

The |Imaginary |Audient |- |correct |answer |--The |adolescent |imagines |that |everyone |is |evaluating |them-just |as |much |if |not |more |than |they |are |evaluating |themselves

-Peaks |in |mid-adolescence |during |a |point |of |heightened |social |sensitivity |

-Responses |may |vary |based |on |a |number |of |factors

The |personal |Fable |- |correct |answer |--Feeling |unique |in |their |personal |experiences |and |as |a |result |feel |no-one |could |possibly |understand |them |

-Thought |to |be |a |by-product |of |the |imaginary |audience

-High |level |of |perceived |uniqueness |can |be |both |a |benefit |and |a |danger

Adolescent |Idealism |(David |Elkind) |- |correct |answer |--Adolescents |become |more |reflective |on |improving |themselves |and |the |world

-However, |often |appears |to |be |a |discrepancy |new |values |and |behavior |

-kind |of |hypocritical, |they |do |not |act |up |to |their |standards |that |they |see |the |world |as

-Example) |thinks |its |wrong |to |cheat |on |a |test, |but |cheats |on |homework |when |she |is |confused |about |it. |

-So |are |adolescents, |then |truly |hypocrites?

-Elkind- |no, |it |reflects |incomplete |mental |growth |in |this |area

Pseudostupidity |- |correct |answer |--Failing |at |tasks |due |to |seeing |them |as |more |complex |than |their |design |

-Due |to |seeing |multiple |perspectives, |but |inability |to |correctly |prioritize |them

Optimism |bias |- |correct |answer |-is |a |cognitive |bias |that |causes |a |person |to |believe |that |they |are |at |a |lesser |risk |of |experiencing |a |negative |event |compared |to |others.

Piaget's |Theory |- |correct |answer |--Individuals |of |different |ages |think |differently |and |proceed |in |distinct |discontinuous |stages |in |their |cognitive |development |

-The |driving |forces |behind |development |from |one |stage |to |the |next |is |maturation |and |desire |of |equilibrium |between |the |environment |and |our |cognitions

Formal |operations |- |correct |answer |-age: |11-15+ |

Allows |adolescents |to |reason |about |more |complex |tasks, |and |problems |involving |multiple |variable

Limitations |of |Formal |Operations |- |correct |answer |-Piaget: |by |age | 15 |or |so, |everyone |should |be |experiencing |formal |operations |

-Research: |there |is |a |wide |variety |of |usage |of |formal |operations |

Piaget: |Once |formal |operations |was |reached, |this |would |be |the |preferred |method |of |thinking |

-Research: |we |don't |use |formal |operations |on |a |regular |basis |for |various |reasons

Piaget: |there |is |no |qualitative |advances |beyond |formal |operations

Limitations |of |Formal |Operations: |Post |Formal |Operations |- |correct |answer |--Pragmatic |Thinking

-Dialectical |Thinking

Pragmatic |Thinking |- |correct |answer |-realizing |the |practical |context |in |decision |making

Dialectical |Thinking |- |correct |answer |-Recognizing |and |integrating |the |various |perspectives |in |decision |making

What |is |Executive |Functioning? |- |correct |answer |-One's |ability |to |engage |in |deliberate, |goal- directed |thought |and |action |

Involves |factors |such |as: |

-planning

-working |(reference) |memory

-Impulse |control

-Cognitive |flexibility

Planning |- |correct |answer |-making |a |plan |on |how |to |approach |something.

Ex) |The |tower |of |Hanoi |and |other |tower |tasks

Working |(reference) |memory |- |correct |answer |-influences |the |ability |to |correctly |order |the |steps |to |solve |a |problem |and |recall |which |step |we |are |currently |on |during |the |process. |

-Example) | 20 |questions

Impulse |control |- |correct |answer |-Being |able |to |control |your |temptations/urges

Cognitive |Flexability |- |correct |answer |-the |ability |to |adjust |one's |thinking |from |old |situations |to |new |situations |as |well |as |the |ability |to |overcome |responses |or |thinking |that |have |become |habitual |and |adapt |to |new |situations. |

Ex: |The |Stroop |task |(colors |in |wrong |ink)

-Trail-making |test |(seperation |between |letters |and |numbers)

Executive |Function(games) |- |correct |answer |--The |Stroop |Task

-Trail |making |test

-The |Tower |of |Hanoi |

-20 |questions |task

-Wisconsin |card |sorting |test

The |Stroop |Task |- |correct |answer |-Name |of |colors |in |wrong |ink.

-tests |cognitive |flexibility

Trail-Making |Test |- |correct |answer |-Separating |letters |and |numbers

-tests |cognitive |flexibility

The |Tower |of |Hanoi |- |correct |answer |-Build |blocks |with |a |certain |amount |of |moves |

-Tests |for |planing, |plan |out |what |you |are |going |to |do |with |the |amount |of |steps |you |have

Delis-Kaplan | 20 |Questions |task |- |correct |answer |--Planning |on |what |questions |to |ask

-working |memory |for |which |questions |you |can |eliminate

-Concept |formation

Wisconsin |Card |Sorting |test |- |correct |answer |-match |cards |by |color

-Working |memory

Divisions |of |the |prefrontal |cortex |- |correct |answer |--Dorsolateral |Prefrontal |Region

-Ventral |Medial |Cortex

*Interesting |note: |Imaging |studies |reveal |that |the |prefrontal |cortex |doesn't |completely |mature |until |sometime |in |our |twenties!

Dorsolateral |Prefrontal |Region |- |correct |answer |--located |on |the |upper-outside |edges |of |the |prefrontal |cortex

• |Can |be |equated |to |the |"gas" |pedal |of |problem-solving
• |Also |important |for |cognitive |flexability |

-Example |of |dorsolateral |damage: |Vladimir, |repeats |the |same |facts |of |the |story, |there's |no |end |he |just |keeps |going, |monotone, |no |emotion.

Ventral |Medial |Cortex |- |correct |answer |--Located |on |the |bottom-middle |surfaces |of |the |prefrontal |cortex

-Can |be |equated |to |the |"brake" |pedal |of |problem-solving

-Important |for |self-regulation |of |behavior |

-Example |of |ventral |medial |damage: |Charlie, |could |not |plan |well, |said |anything |on |his |mind.

Synapse |- |correct |answer |-Junction |across |which |a |nerve |impulse |passes |from |an |axon |to |a |neuron

Myelin |Sheath |- |correct |answer |-Insulating |envelope |that |surrounds |the |core |of |an |axon |and |facilitates |the |transmission |of |nerve |impulse

Changes |in |"Grey |Matter" |- |correct |answer |--Overproduction

-Synaptic |pruning

Overproduction |- |correct |answer |-thickening |of |synaptic |connections, |re-occurs |around |the |time |of |puberty

Synaptic |pruning |- |correct |answer |-the |reduction |of |synaptic |connections |between |neurons |to |improve |overall |efficiency |of |brain |functioning |

-Comparison |Example: |Studying |for |an |exam

Changes |in |"White" |Matter |- |correct |answer |-Myelination

Myelination |- |correct |answer |-The |process |of |creating |a |sheath |around |the |neuron's |axon |which |significantly |speeds |up |the |transmission |of |a |signal.

-Generally |occurs |in |different |areas |of |the |brain |at |different |points |of |time |in |development

-Experience |can |stimulate |myelination |of |pathways |as |well

-Increase |teamwork |(functional |connectivity) |between |brain |areas

Plasticity |- |correct |answer |-Ability |of |brain |to |reorganize |and |change |over |time

Age |of |opportunity |but |also |precarious |time |- |correct |answer |--The |typical |age |of |onset |of |every |other |major |disorder |fails |somewhere |in |the |period |between |ages |10-25 |years |old. |

-Exposure |to |drugs |during |adolescence |is |more |closely |associated |to |addiction |than |exposure |during |adulthood.

Adolescent |risk-taking |and |health |paradox |- |correct |answer |-Morbidity |and |mortality |rates |both |increase |between |200-300% |between |childhood |and |adolescence.

Evidence |for |a |Neurobiological |reason |for |risk |taking |- |correct |answer |-Window |of |Danger-Limbic |system |and |associated |features |have |matured |while |the |prefrontal |cortex |is |still |developing

Social |Influences |on |increased |Risk |taking |behavior |- |correct |answer |--Behavioral |Decision |Theory |

-The |peer |effect

Behavioral |Decision |Theory |- |correct |answer |-We |want |to |minimize |cost |and |maximize |gains |when |making |a |decision.

The |peer |effect |- |correct |answer |-Teens |are |more |likely |to |engage |in |risk |taking |behaviors |when |they |are |with |friends |rather |than |alone. |

-For |example) |Risky |driving |increases |with |peer |influence |in |teenagers |but |not |adults.

Cognitive |considerations |on |increased |risk |taking |behavior |- |correct |answer |--Recall |results |from |EF |

-Influence |from |personal |fable |is |minimal

-There |is |no |empirical |support |that |adolescents |can't |asses |risk |involved

Social |Redefinition |- |correct |answer |--a |period |when |the |individual |is |being |redefined |by |their |society, |from |that |of |a |child |towards |that |of |an |adult |

-Involves |social |status |changes |

-Clarity |and |continuity

Inventionist |Perspective: |- |correct |answer |--Adolescence |exists |and |is |defined |by |society |

-For |example: |why |do |you |think |we |have |a |rating |system |for |movies?

Western |History |of |Adolescence |- |correct |answer |--Preformationalist |perspective

-The |life |cycle |service |

-The |impact |of |industralizatio

Preformationalist |Perspective: |- |correct |answer |--Adolescents |are |not |qualitatively |different |from |adults, |only |quantitatively |different |

-Much |of |his |support |is |based |on |looking |at |various |aspect |of |society |at |the |time, |such |as |the |artwork

The |Life |Cycle |Service: |- |correct |answer |--Moving |out |of |the |family |household |and |into |the |household |of |a |master |to |learn |skills |for |a |vocation |while |working |at |free |labor |

-Life-cycle |service |began |to |fade |significantly |during |the |18th |and |19th |century

The |impact |of |Industrialization |- |correct |answer |--Led |to |significant |changes |in |work, |education, |and |family |life

The |Age |of |Adolescence |(Arnett, |2013) |- |correct |answer |--Significant |shift |out |of |the |workplace |and |into |the |education |system |

•Due |to |economic |pressures |and |research |on |work |environments

Adolescence |- |correct |answer |- •Has |only |been |used |more |recently |due |to |societal |changes |in |perspectives |of |the |time |period

Teenager |- |correct |answer |- •A |more |contemporary |term |born |out |of |marketing |after |World |War | 2

•Is |designed |to |reflect |a |"happy-go-lucky" |affluent |adolescent, |ready |to |spend |money |on |clothing, |cars |and |music

Emerging |Adulthood

Criteria |of |Emerging |Adulthood |(Arnett, |2015) |- |correct |answer |--Identity |Exploration

-Instability |

-Self-Focus

-Marginal |Feelings

Identity |Exploration |- |correct |answer |--Of |trying |out |various |possibilities, |especially |in |love |and |work

Instability |- |correct |answer |--Continual |revisions |to |formation |of |a |long |term |plan |over |time

Self-Focus |- |correct |answer |--This |is |the |most |self-focused |point |of |life, |which |involves |the |fewest |ties |that |entail |daily |obligations |and |commitments |to |others. |

- |Compare |to |the |obligations |of |children, |adolescents, |and |adults |

-There |is |northing |wrong |about |being |self-focused |during |emerging |adulthood. |It |is |normal, |healthy |and |temporary.

Marginal |Feelings |- |correct |answer |-The |subjective |feeling |of |being |in |between |adulthood |and |adolescence

Rating |what |defines |our |transition |into |adulthood |(The |big |3) |- |correct |answer |--Accepting |responsibility |for |one's |self

-Making |independent |decisions |

-Becoming |financially |independent |

They |feel |"in-between" |adult |hood |and |adolescence |

-Going |to |college |increases |feelings |on |instability |and |self |focus

Piaget's |Theory |of |Morality |- |correct |answer |-Piaget |proposed |a |two-stage |theory |after |observing |children |play |games |and |discussing |rules

1. |Heteronomous |Morality |
2. |Autonomous |Mortality
3. |Heteronomous |Morality |- |correct |answer |-(roughly |ages |4-7): |where |morality |is |dictated |by |others |and |is |inflexible
4. |Autonous |Morality |- |correct |answer |-(around |ages |10-12): |greater |ownership |over |one's |morality |exists |along |with |understanding |the |role |of |intent |and |malleability |of |what |is |right. |

-Example: |"Jenny |broke |the |cups |by |accident, |that |wasn't |as |bad |as |when |Billy |broke |a |cup |while |trying |to |steal."

Kohlberg's |Theory |of |Morality |- |correct |answer |--Lawrence |Kohlberg |presented |his |participants |with |hypothetical |moral |dilemmas, |asked |them |to |make |a |judgement |and |explain |their |reasons |for |their |decision |

-Whether |a |person |judged |the |actions |of |the |main |character |in |the |dilemma |as |right |or |wrong |was |not |important. |Rather, |their |reasoning |for |the |judgement |was |key |to |determining |stage |of |moral |reasoning

Moral |Development- |levels |of |theory |- |correct |answer |-Levels: |

1. |Pre-conventional |
2. |Conventional |
3. |Post-conventional

1. |Pre-conventional |- |correct |answer |-Description: |Focused |on |the |immediate |consequence |to |the |individual

-Example |response |to |Heinz |Dilemma: |"Heinz |shouldn't |steal |the |drug |because |he |will |end |up |jail. |Jail |is |a |scary |place |where |you |cant |do |what |you |want |and |may |be |hurt |by |others"

2. |Conventional |- |correct |answer |-Description: |Focused |on |compliance |with |social |duties |and |laws |as |well |as |protecting |social |relationships |

-Example |response |to |Heinz |Dilemma: |"It's |a |natural |thing |for |Heinz |to |want |to |save |his |wife, |but.. |Even |if |his |wife |is |dying |its |still |his |duty |as |a |citizen |to |obey |the |law. |No |one |else |is |allowed |to |steal, |why |should |he |be? |If |everyone |starts |breaking |the |law |in |a |jam, |there'd |be |no |civilization |just |crime |and |violence."

3. |Post-conventional |- |correct |answer |-Description: |Focused |on |the |protection |of |what |has |been |called |universal |principles |above |all |else.

Example |response |to |Heinz |Dilemma: |"Laws |are |only |valid |insofar |as |they |are |grounded |in |justice. |A |commitment |to |justice |carries |with |it |an |obligation |to |disobey |unjust |laws. |Property |has |little |meaning |without |life. |Heinz |did |the |right |thing. |However, |the |judge |should |weigh |the |moral |standpoint |more |heaviliy |yet |preserve |the |legal |law |in |punishing |Heinz |lightly."

Criticisms |of |Kohlberg's |Theory |- |correct |answer |--But |these |scenarios |don't |depict |typical |real |life |experiences.. |

-These |are |hypothetical |situations |and |we |don't |always |do |what |we |say |we |would.. |

-There |is |an |inherent |gender |bias |to |the |theory..

Carol |Gilligan's |Critique |- |correct |answer |--Different |but |equal |"voices": |Male |(Justice) |vs |Female |(Caring)

-Results |from |research |on |gender |differences |are |mixed |and |don't |show |a |consistent |gender |difference |in |Kohlberg's |theory

Shweder's |Worldview |Approach |

(from |the |extra |credit |that |asked |what |would |we |think |if |we |were |about |to |die, |and |what |advice |would |u |give) |- |correct |answer |--Autonomy |

-Community |

-Divinity

Autonomy |- |correct |answer |-The |protection |of |individual's |rights |and |freedoms |are |most |important; |as |long |as |their |behaviors |are |not |causing |harm |to |others.

Community |- |correct |answer |-The |individual |is |a |member |of |social |groups |first |and |foremost; |which |they |have |greater |commitments |and |obligations |to |over |themselves |as |individuals

Divinity |- |correct |answer |-The |individual |is |a |spiritual |entity |who |is |subject |to |the |prescriptions |of |their |belief |system |above |all |else |in |their |lives

Important |to |note: |Few |scholars |on |adolescence |believe |this |anymore! |- |correct |answer |- •Studies |in |the |1960's |(which |were |the |first |to |dispel |the |sterotype |of |"storm |and |stress") |found |that

-Adolescents |and |their |parents |agree |on |many |of |the |most |important |aspects |of |their |views |of |life

-A |great |majority |of |adolescents |like |their |parents, |trust |and |admire |them |

-Intense |conflict |was |associated |with |teen |mental |health |issues

Judith |Smetana |(2000) |study |- |correct |answer |-investigated |the |perspective |of |both |parents |and |adolescents |on |issues |of |parental |rule |making.

Judith |Smetana | 2000 |study |-

Measures: |Both |parents |and |teens |answered |authority |related |questions |that |fell |into |one |of |several |contexts |- |correct |answer |--Moral: |contained |items |related |to |ethical |decisions |and |values |

-Conventional: |included |items |related |to |socially |appropriate |types |of |behavior

-Prudential: |Contained |health-related |issues

-Friendship: |Included |items |related |to |choices |with |friends |and |peers |

-Personal: |Items |were |designed |to |reflect |act |that |only |consequences |for |the |individual

Measures |continued- |These | 24 |hypothetical |events |were |presented |and |then |both |parent |and |teen |were |asked: |- |correct |answer |--Legitmacy: |Can |the |parent |make |a |rule |on |this |topic

-Obligation: |Is |the |adolescent |obligated |to |follow |the |rule |made |by |the |parent |on |this |issue |even |if |they |don't |agree |with |it. |

-Legitimacy |across |domains |at |age | 15 |(graph)

Summarizing |Smetana's |Study |- |correct |answer |--Teens |and |parents |agree |within |parents |setting |the |rules |and |teens |obeying |them, |when |it |all |comes |to |moral, |conventional |and |prudential |issues.

-Greatest |differences |appear |on |friendship |and |personal |issues

-Hypothesize |parent-adolescent |conflicts |more |likely |related |to |friends |and |personal |issues

Differences |in |perspectives |- |correct |answer |- •Adults: |often |look |at |it |as |an |issue |of |social |convention |

-"What |do |you |think |people |will |think |of |you"

•Teens: |see |it |as |an |issue |of |personal |choice

-"This |is |what |I |choose |to |do |and |it |doesn't |have |to |do |with |anyone |else"

Family |System |Theory |- |correct |answer |-Emphasizing |the |balance |in |interconnections |between |family |members

Disruptions |to |equilibrium |increase |likelihood |of |conflict |- |correct |answer |- •Adolescence |and |autonomy |

•Adolescence |and |intimacy

•P arents |and |midlife

•Parents |and |the |sandwich |generation |

-Things |that |were |happening |for |both |generations

Baumrind |parenting |style |trends |

(look |at |chart |for |this) |- |correct |answer |--Responsiveness: |warmth |and |affection

-Demandingness: |How |strict |or |structured |is |the |environment |

-Permission: |Low |Demaningness |+ |High |responsiveness |

-Uninvolved: |Low |Demaningness |+ |Low |responsiveness |

-Authoritarian: |High |demandingness |+ |Low |responsiveness |

-Authoritative: |High |Demandingness |+ |High |responsiveness

Baumrind |Parenting |Styles |(4 |styles) |- |correct |answer |-1. |Indulgent |(Permissive)

2. |Indifferent |Style |(uninvolved |or |disengaged) |
3. |Authoritarian |(Disciplinarian |or |Militaristic) |
4. |Authoritative
5. |Indulgent |(Permissive) |- |correct |answer |-High |Responsiveness |with |Low |Demand |

Parent's |Persceptive: |

-Resources |to |the |adolescent |

-Discipline |is |an |infringement |on |the |teen's |freedom

Love |Withdrawal: |A |threat |or |actual |temporary |removal |of |warmth |and |support |with |a |goal |of |changing |unwanted |behaviors |

Two |Subtypes |of |Indulgent |Parenting:

-Nondirective |

-Democratic

Non |directive |subtype |- |correct |answer |--Passive |approach, |where |the |parent |is |available, |but |not |assertive

Ex) |verruca |Salt's |father |from |Willie |Wonka

Democratic |subtype |- |correct |answer |--Active |approach, |where |the |parent |is |always |checking |to |make |sure |all |needs |are |met

Influence |of |the |indulgent |style |on |the |adolescent |development |- |correct |answer |--Poor |impulse |and |temper |control

-Tend |to |rely |on |others |due |to |lack |of |autonomy |development

2. |Indifferent |style |(uninvolved |or |Disengaged) |- |correct |answer |-Low |responsiveness |and |low |demanding

Parent's |Perspective: |Tend |to |view |the |teen |as |a |burden |and |hindrance |to |their |own |goals |and |needs |

Two |subtypes |of |Indifferent |parenting: |

-Neglecting |

-Rejecting-Neglecting

Neglecting |subtype |- |correct |answer |-Passive |form |of |indifference |-> |kind |of |like |a |roommate, |you're |not |really |friends |but |you |deal |with |them, |you |do |what |you |want, |they |do |what |they |want. |No |emotional |attachment-> |if |they |cause |grief |it |causes |problems

Rejecting- |Neglecting |subtype |- |correct |answer |-active |form |of |indifference |-> |do |not |want |to |be |around |them, |they |try |to |reduce |interactions |with |the |child, |will |go |away |when |they |come |home.

Influence |of |the |indifferent |style |of |the |adolescent |development |- |correct |answer |--Don't |handle |independence |very |well, |similar |to |the |indulgent |style, |but |for |different |reasons |

-Increases |risk |for |psychological |issues |as |well

-May |form |a |negative |identity, |purposely |displaying |socially |inappropriate |behavior |to |gain |attention

-Ex: |buellers |day |off

3. |Authoritarian |(Disciplinarian |or |Militaristic) |- |correct |answer |-Low |Responsiveness |and |High |demand

Parent's |Perspective:

-Control |is |a |central |issue |

-Teenager |is |not |to |be |trusted |and |requires |structure, |order, |and |obedience |on |everything

-Unyielding |and |often |maintain |a |high |level |of |expectation

Discipline |Technique: |Power |Assertion

Discipline |Technique: |Power |Assertion |- |correct |answer |-A |demonstration |by |the |parent |to |assert |their |dominance |over |the |adolescent

-May |take |the |form |of |verbal, |psychological |or |physical |abuse |

-Ex) |I |did |so |much |to |get |you |here, |I |am |the |authoritative |figure, |I |have |the |power

Influence |of |the |authoritarian |style |on |the |adolescent |development |- |correct |answer |- •Two |main |pathways |

1.Passive/Dependent: |feel |trapped, |feel |like |you |can't |escape, |or |walking |on |egg |shells |around |them. |

2.Rebellious/Delinquent

4. |Authoritative |- |correct |answer |-High |Responsiveness |and |Demanding |

Parent's |Perspective: |To |raise |a |teen |who |can |be |self-reliant |and |feel |secure |and |comfortable |with |interpersonal |relationships |

-Demand |is |high, |but |qualitatively |different |compared |to |the |Authoritarian |style |

-Practice |enabling |interactions

Practice |enabling |interactions |- |correct |answer |-Don't |feel |threatened |by |their |interaction, |adolescents |are |able |to |have |input |into |the |discussion. |

-Discipline |has |a |reason |why-> |young |girl |breaks |her |dad's |juicer, |mother |gets |her |to |apologize |and |own |up |to |what |she |had |done |wrong.

Typical |parenting |style |in |other |cultures |- |correct |answer |--High |demandingness |

-Low |levels |of |Enabling |interactions |

-Expectation |to |obey |parents |without |question |and |respect |elders |(filial |piety)

Adolescent |Out |comes |Associated |with |Parenting |Styles |- |correct |answer |-chart |for |each

Authoritative |adolescent |characteristics |- |correct |answer |--Independent |

-Creative

-Self-assured

-Socially |skilled

Authoritarian |adolescent |characteristics |- |correct |answer |--Dependent |

-Passive

-Conforming

-Low |social |skills

Permissive |adolescent |characteristics |- |correct |answer |--Irresponsible |

-Low |self |control

-Immature

-Delinquency

Disengaged |adolescent |characteristics |- |correct |answer |--Impulsive |

-Delinquency |

-Early |sex |experimentation

-Drug |and |alcohol |use

Siblings |- |correct |answer |--Caregiver: |one |sibling |serves |parental |functions |to |another

-Buddy: |a |relationship |where |they |treat |each |other |as |friends |

-Casual: |little |emotional |or |behavioral |involvement |with |each |other

-Rival: |continually |compete |against |each |other