PSYCH 412 exam 2 with correct responses, Exams of Nursing

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PSYCH 412 exam 2 with correct responses

Reminiscence |Bump |and |why |may |it |occur?? |- |correct |answer |-Events |occurring |between |ages | 10 |and | 25 |are |recalled |more |easily |than |other |time |periods

Is |it |because |this |time |period |is |when |more |things |happen |first?

Is |it |because |more |mornetnous |events |occur |then?

Is |it |because |we |are |establishing |our |identity?

Is |it |due |to |the |brain |being |more |chemically |primed |to |encode |memories |more |deeply?

How |are |changes |in |plasticity |related |to |adolescent |development? |How |does |this |relate |to |why |the |teenage |years |considered |a |highly |influential |time |period |of |development? |- |correct |answer |-The |ability |of |the |brain |to |restructure |and |reorganize |due |to |experiences

-Developmental |vs |Adult |Plasticity |

-Experience |expectant |versus |Experience: |certain |changes |that |are |expected |to |happen |(walking) |

-Experience |Dependent |Plasticity: |Heightens |during |adolescents |especially |in |the |pre |frontal |cortex |"use |it |or |lose |it |or |use |it |and |improve |it"

What |is |the |neurobiological |evidence |for |an |increase |in |risk-taking |during |adolescence? |- |correct |answer |-Willow |of |Danger: |limbic |system |has |matured |while |prefrontal |cortex |still |developing |

-age |of |puberty |is |falling

What |are |some |of |the |social |influences |that |may |increase |overall |risk-taking |behaviors |in |adolescence? |- |correct |answer |-Awareness |of |social |and |emotional |cues |increase |during |this |time |period |

Amygdala: |increase |from |childhood |into |adolescence |

Teenagers |more |sensitive |to |social |rewards |and |punishments

Outline |the |Behavioral |Decision |Theory |and |its |relationship |to |adolescent |risk-taking |- |correct |answer |-Want |to |minimize |cost |and |maximum |gains |when |making |a |decision |

Not |all |consequences |are |created |equal

What |is |the |peer |effect? |- |correct |answer |-Teens |more |likely |to |engage |in |risk |taking |behaviors, |when |they |are |with |fiends |rather |than |alone

What |are |some |cognitive |considerations |for |the |increase |risk-taking |during |the |teenage |years? |- |correct |answer |-Is |faulty |information |processing |to |blame?

Recall |from |executive |functioning |results, |influence |of |personal |fable |

No |empirical |support |that |adolescents |can't |assess |risks |involved, |being |upset |emotional |social |more |of |an |interference |compared |to |adults

Explain |some |potential |strategies |to |help |reduce |risk-taking |behaviors |and |why |they |may |do |so |- |correct |answer |-Educating |teens |and |parents: |Explain |some |potential |strategies |to |help |reduce |risk- taking |behaviors |and |why |they |may |do |so

Changes |to |schools: |Promoting |self |control |and |self-regulation |

practicing |certain |brain |areas |can |strengthen |them |

exercises, |practices |mindfulness |being |aware |of |surroundings, |aerobic |exercise, |self |control |practices |etc.

Economic |Polices: |Increasing |the |cost |of |using |or |engaging |in |risk |taking |behaviors |

increasing |the |prices |of |cigarettes |

Redirecting: |Consider |providing |more |safe |outlets |for |engaging |in |sensation-seeking |behaviors

What |is |the |difference |between |continuity |and |clarity |in |transitioning? |- |correct |answer |-Clarity: |We |don't |have |a |high |level |of |clarity |in |the |United |States, |it |happens |all |at |once |

Continuity: |It |is |spread |out, |continue |to |learn |things |over |time |

Discontinuity: |It |happens |at |once, |not |spread |out |over |time

How |would |the |inventionist |perspective |look |at |the |existence |of |adolescence? |- |correct |answer |- They |see |it |as |adolescence |exists |and |is |defined |by |society

Example: |Why |do |you |think |we |have |a |rating |system |for |movies??

How |would |the |performationalism |perspective |look |at |the |existence |of |adolescence |during |this |point |in |our |history? |- |correct |answer |-Adolescents |are |not |qualitatively |different |from |adults, |ONLY |qualitatively |different |

-Research |is |based |on |looking |at |various |aspects |of |society |at |the |time |(artwork)

What |is |the |life |cycle |service |and |what |does |it |suggest |about |the |viewpoint |of |adolescence |during |this |point |in |our |history? |- |correct |answer |-Moving |out |of |the |family |household |and |into |the |household |of |a |master |to |learn |skills |for |a |vocation |while |working |for |FREE |labor

This |suggests |that |adolescents |were |viewed |as |lesser |to |the |society, |and |meant |to |work |early |on |and |help |support |the |family

How |did |the |industrial |revolution |impact |the |definition |of |adolescence? |- |correct |answer |-Led |to |changes |in |work |education |and |family |life

Used |to:

Working |in |factories/bad |environment

Not |as |much |time |with |families

Most |didn't |go |to |school

What |is |meant |by |the |age |of |adolescence? |and |how |did |this |shift |change |the |perspective |of |the |adolescent |time |period? |- |correct |answer |-Shift |out |of |workplace |into |the |education |system |due |to |economic |pressures |and |research |on |environments

-Adolescents |began |to |obtain |higher |paying |jobs |and |were |able |to |spend |money |on |materialistic |things

What |is |meant |by |social |redefinition |and |what |are |some |social |status |changes |associated |with |it? |- |correct |answer |-A |time |when |the |individual |is |being |redefined |by |their |society, |from |that |of |a |child |towards |an |adult

-this |involves |social |status |changes

Brief |history |of |the |terms |adolescence |and |teenager |- |correct |answer |-Adolescence: |Only |been |used |more |recently |due |to |societal |changes |in |perspectives |of |the |time |period |

Teens: |More |contemporary |term |born |out |of |marketing |after |WWI, |reflects |"happy |go |lucky" |ready |to |spend |money |$$$

What |are |the |main |criteria |of |the |Emerging |Adulthood |time |period? |- |correct |answer |-1) |Identity |Exploration: |Of |trying |out |various |possibilities |especially |in |love |and |work |

2)Instability: |Continual |revisions |to |formation |of |long |term |plan |overtime |

3)Self |Focus: |This |is |the |most |self |focused |point |of |life |which |involves |the |fewest |ties |that |entail |daily |obligations |and |commitments |to |others |

-nothing |wrong |with |being |self |focused |during |adulthood |and |it |is |normal/healthy |

4)Marginal |Feelings: |the |subjective |feeling |of |being |in |between |adulthood |and |adolescence |(Me)

Explain |Piaget's |theory |of |mortality |- |correct |answer |-1) |Heteronomous |Mortality |(4-7):

where |mortality |is |dictated |by |others |and |its |inflexible |

2. |Autonomous |Morality |(10-12): |Greater |ownership |over |ones |morality |along |with |understanding |the |role |of |intent |and |malleability |what |is |right, |flexibility |

Examples: |Breaking |Cups |

oliva |and |Melissa

Explain |Kohlberg's |theory |of |morality |for |assessing |moral |development |- |correct |answer |-Presented |people |with |hypothetical |moral |dilemmas |and |asked |them |to |make |a |judgement |and |explain |their |reasons |for |their |decision |

Heinz |Dilemma: |Drug/wife |

The |reasoning |was |the |key |to |the |theory |

Pre |conventional: |immediate |consequences |

Conventional: |Compliance |with |social |duties |and |laws

Post |conventional: |Universal |principals |above |all |else |(quality |of |life |is |more |important |than |law)

Criticisms |of |kohlbergs |theory |- |correct |answer |-These |are |SCENARIOS, |they |don't |depict |typical |real |life |experiences |

We |don't |always |do |what |we |say |we |do |

Could |have |gender |bias |

He |made |the |scenarios |more |like |real |life |experiences |and |not |as |dramatic |

-sibling |loyalty |example

Outline |Carol |Gilligan's |male |and |female |"voices" |and |what |the |literature |says |about |this |approach |- |correct |answer |-Male |voice |is |justice

Female |voice |is |caring |

This |is |a |result |from |research |on |gender, |however |literature |says |it |is |not |consistent |and |there |aren't |gender |differences |in |this |theory

What |are |the |three |major |divisions |of |Schweder's |Worldview |Approach |and |what |do |they |suggest |about |moral |development? |- |correct |answer |-Autonomy: |Individual |rights |

(US)

Community: |Social |groups |

(china)

Divinity: |Spirutal |entity |

(India)

Suggests |the |world |view |of |moral |development |changes

. |What |is |the |generation |gap? |Theoretically, |how |could |this |be |related |to |parent-adolescent |conflict? |- |correct |answer |-The |generation |gap |is |older |and |younger |people |fail |to |understand |one |another |due |to |their |different |experiences, |opinions, |habits |and |overall |behaviors

Why |was |the |stereotype |of |high |intense |parent-adolescent |conflict |considered |the |normative |experience |until |recently? |- |correct |answer |-Stanley |and |Freud |both |perceived |conflict |as |universal, |inevitable |and |a |normative |experience |lasting |for |many |years |

1960s |this |changed...

1)adolescents |and |parents |agree |on |many |of |the |most |important |aspects |of |their |views |of |life

2)A |great |majority |of |adolescents |like |their |parents |and |trust/admire |them

3)INTENSE |conflict |is |associated |with |teen |mental |health |issues

What |have |studies |on |legitimacy |versus |obligation |of |obeying |parents |taught |us |about |the |parent- adolescent |conflict? |- |correct |answer |-Judith |Semetana |(2000) |study: |Investigated |the |perspective |of |both |parents |and |adolescents |on |issues |of |rule |making

Sample: | 100 |teens |and |mothers, |questionnaire

1)Moral: |Contained |items |relating |to |ethical |decisions |(breaking |a |promise)

2)Conventional-Included |items |related |to |socially |appropriate |behaviors |(Chores)

3)Prudential: |Contained |health |issues |(Alcohol, |smoking)

4)Friends: |Included |items |related |to |choices |with |friends |

5)Personal: |Reflects |that |only |had |consequences |for |the |individual |(hair |style)

1)Legitimacy: |Can |the |parent |make |a |rule |on |this |topic??

2)Obligation: |is |the |adolescent |obligated |to |following |the |rule |made |by |the |parent |on |this |issue |even |if |they |don't |agree? |

Moral, |Conven, |Prud= |HIGHEST

Friends, |personal= |friends, |personal |

-teens |and |parents |agree |with |parents |setting |the |rules |and |teens |obeying |them

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

Permissive |Indulgent- |High |responsiveness |with |low |demand |- |correct |answer |-Parents |Perspective: |Resource |to |the |adolescent, |discipline |is |an |infringement |on |the |teens |freedom |

Love |withdrawal: |A |threat |or |removal |of |warmth |and |support |with |a |goal |of |changing |unwanted |behavior |

Subtypes:

Passive |approach: |where |the |parent |is |available |but |not |assertive

Non |directive:

Active |approach: |where |parent |is |always |checking |into |make |sure |all |needs |are |met |

Influence |of |this |style |on |the |child: |Poor |impulse |control, |temper |control, |tend |to |rely |on |others |due |to |lack |of |autonomy |development

Uninvolved |(indifferent |style)- |low |responsiveness |and |low |demand |- |correct |answer |-Parents |perspective: |View |the |teen |as |a |burden |and |hindrance |to |their |own |goals |and |needs |

Subtypes: |

Neglecting: |passive |form |of |indifference

Rejecting- |Neglecting: |Active |form |of |indifference

Influence |of |this |style:

-Dont |handle |independence |very |well, |similar |to |indulgent |style |

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

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

Authoritarian- |Low |responsiveness |and |high |demand |- |correct |answer |-Parents |perspective: |Control |central |issue, |teen |is |not |to |be |trusted |and |requires |structure, |order, |unyielding |and |often |maintains |a |high |level |of |expectation

Discipline |technique: |A |demonstration |by |the |parent |to |assert |their |dominance |over |adolescent

physical |abuse/verbal |

Influence |of |this |style:

Passive/dependent

Rebellious/Delinquent

Authoritative- |High |responsiveness |and |demand |- |correct |answer |-Parents |Perspective: |To |raise |a |teen |who |can |be |self |reliant |and |feel |secure |and |comfortable |with |interpersonal |relationships |

-Demand |is |high |but |qualitatively |different |when |compared |to |authoritarian |style

-Practice |enabling |interactions |child |has |impact |

Low |levels |demandingness: |Behavioral |related |issues |

Low |levels |responsiveness: |psychological, |emotional |issues

What |is |the |family |system |theory |and |how |might |it |explain |parent-teen |fighting? |- |correct |answer |- -Emphasizes |the |balance |in |inter |connections |between |family |members |

-Disruptions |increase |conflict

1)adolescence |and |intimacy

2)adolescence |and |autonomy |

3)parents |and |midlife

4)parents |and |the |sanwitch |generation |(living |with |many |generations)

Explain |some |of |the |differences |between |how |mothers |and |fathers |are |involved |with |their |teens |- |correct |answer |-Mothers |more |involved, |usually |help |child |with |advice |and |punish |them, |around |the |kid |more

Fathers |usually |are |asked |for |homework |help, |and |not |for |serious |advice

What |is |the |traditional |parenting |style |and |how |does |it |relate |to |some |of |the |other |Baumrind |parenting |styles? |- |correct |answer |-It |is |a |philosophy |that |feels |that |all |a |child |really |needs |is |healthy |food, |clean |water, |reliable |shelter, |quality |education, |access |to |medical |attention |and |of |course |love |from |their |family.

-Relates |to |authoritarian

Give |examples |of |the |various |types |of |sibling |relationships |- |correct |answer |-Caregiver: |one |sibling |serves |parental |functions |to |another

Buddy: |a |relationship |where |friends |

Causal: |little |emotional |role

Rival: |Continually |compete |against |each |other

What |is |the |general |pattern |of |conflict |between |siblings |over |time? |Why |does |it |change? |- |correct |answer |-Conflict |between |siblings |increases |during |early |adolescence |and |decreases |later

There |is |a |decrease |in |proximity |between |siblings |as |they |grow |older |

Decrease |power |system

Cognitive |changes

Sibling |de-identification |can |often |take |place

Outline |Shirley |McGuire's |sibling |typology; |try |to |think |of |some |hypothetical |examples |for |each |- |correct |answer |-Affect |Intense

Harmonious

Hostile

Uninvolved

What |are |the |educational |influences |of |peer |origins? |- |correct |answer |--Age |segregation |or |age |grading.

-Grouping |students |by |chronological |age |

-Changes |to |secondary |education

|-Increased |requirements |and |expectations |by |the |end |of |the |Age |of |Adolescence

What |are |some |of |the |demographic |changes |influencing |peer |origins? |- |correct |answer |-Adolescent |Boom: |Nearly |doubling |of |the |youth |population |in |the |70's

Ripple |Effect: |Offspring |baby |boom |generation, |reaching |adolescence, |varies |around |the |world

Outline |Talcott |Parson's |idea |of |the |youth |culture |and |why |it |rose |during |the |early |20th |century. |- |correct |answer |-"Subterranean" |elements |including |hedonism |and |irresponsibility |

-Brief |right |of |passage |experienced |by |all |adolescents

-It |rose |because |of |a |widespread |phenomenon |in |the |20's |due |to |many |factors: |

1. |Antagonistic |system: |Hedonism |and |irresponsibility |and |focusing |on |social |over |academic |goals

2)Image: |unique |forms |of |dress, |hairstyle, |and |other |aspects |of |appearance |

3. |Demeanor: |distinctive |forms |of |gesture, |gait |posture

4)Argot: |Certain |vocal/ways |of |speaking

What |would |James |Coleman |say |about |the |influences |of |the |youth |culture? |- |correct |answer |-He |would |say |that |age |segregation |has |fueled |development |of |a |separate |and |troublesome |youth, |and |that |they |have |developed |distinctly |different |values |from |the |rest |of |society |

-The |existence |of |the |youth |culture |is |the |origin |and |driving |force |of |MANY |of |adolescents |problems

Why |do |researchers |Youniss |& |Smollar |state |there |is |a |false |dichotomy |in |regards |to |teenage |advice |seeking? |- |correct |answer |--Adolescents |are |more |likely |to |seek |advice |from |their |parents |if |it |is |about |career |goals, |and |other |nurturing |questions. |They |are |more |likely |to |seek |advice |from |their |peers |if |they |want |advice |about |opposite |sex. |The |researchers |noticed |that |teens |DO |seek |advice |from |their |parents, |just |about |select |things.

Explain |the |three |major |culture |classifications |according |to |Margaret |Mead; |how |do |they |relate |to |peer |influence? |- |correct |answer |-1) |Post |figurative |culture

|-Youth |learn |from |their |elders

2. |configurative |culture

|-Learn |from |elders |AND |peers

3. |Prefigurative |culture

|-Youth |become |TEACHERS |for |elders

What |are |cliques |and |what |role |do |they |play |in |peer |group |structures? |- |correct |answer |--Small |group |of |people, |tightly |knit, |spend |a |lot |of |time |together.

-Their |role |to |is |develop |social |skills |and |a |support |system

How |do |cliques |typically |change |in |regard |to |gender |make-up? |- |correct |answer |-Stage |1: |Same |sex |cliques |

Stage |2: |boys |and |girls |cliques |spend |some |limited |time |together |but |with |limited |interactions

Stage |3: |Gender |cliques |breakdown |as |clique |leaders |form |romantic |relationships |

Stage |4: |other |clique |members |follow |suit |

Stage |5: |Members |pair |off |and |get |into |more |serious |relationships |cliques |dissolve

What |are |crowds |and |what |role |do |they |play |in |peer |group |structures? |- |correct |answer |--Large |groups |of |people |who |share |common |stereotypes

-They |establish |placement |of |the |adolescent |in |social |hierarchy |

-They |provide |identity

How |do |crowds |change |over |time |(i.e. |across |our |secondary |education |experience)? |- |correct |answer |--They |become |more |preamble |during |LATE |adolescence |

-move |across |crowds |

Their |power |decrease |with |age |

-Crowds |determine |aspects |of |our |identity |and |that |lessens |during |late |adolescence

What |does |Bradford's |Brown |social |mapping |of |crowds |tell |us |about |the |youth |culture? |- |correct |answer |-That |overtime |youth |culture |norms |begin |to |diminish, |and |then |begin |to |discover |their |own |paths

. |Review |the | 4 |main |types |of |subcultures |found |to |exist |at |major |universities |- |correct |answer |- Collegiate: |centers |on |greek |life, |dating, |drinking, |sporting |events

Vocational: |focuses |on |getting |the |degree, |and |earring |skills |for |a |career |

Academic:drawn |to |the |world |of |ideas |and |knowledge, |love |to |learn |usually |go |further |in |their |education

Rebel: |active, |but |aggressively |nonconformist, |skeptical |of |the |material |

four |square: |academic, |collegiate

|rebel, |vocational

What |is |the |difference |between |the |two |main |types |of |popularity? |- |correct |answer |-Popular: |mostly |liked

Controversial- |liked |by |some |disliked |by |others

Rejected- |disliked |by |most |

Neglected- |neither |liked |or |diskliked

What |are |the |main |ingredients |of |popularity |according |to |subjective |reports? |General |research? |- |correct |answer |-1) |social |skills

2)Physical |attractiveness

3)Membership

4. |Conformity

Compare |and |contrast |popular, |controversial, |rejected, |and |neglected |adolescents |- |correct |answer |-Controversial: |liked |and |disliked, |engage |in |aggression |based |violence, |little |emotional |involvement, |display |average |social |skills, |COLD |BLOODED

Rejected: |Disliked, |excessively |aggressive, |disruptive, |HOT |BLOODED, |hostile |and |can |be |hurtful |and |negative |towards |themselves

Neglected: |shy, |timid, |social |anxiety, |due |to |poor |social |skills

What |is |the |most |common |approach |to |helping |unpopular |teens? |How |well |does |it |work? |- |correct |answer |--Teaching |social |competence,

it |looks |promising |from |results |and |the |programs