Exam 1 Study guide - Lecture notes 1-5 PDF

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lecture notes for Dr. Emily Purvis Montford's exam 1...

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CHD 3243 Exam 1 Study guide (Chapters 1-5) Lecture notes, movies 

Evolving family, work and consumption, societal changes o Family – age at which people marry has gone up (mid- to late-twenties) for a greater chance of marital success, number of children per family has decreased o Work and Consumption – longer work hours, internet increased the work day, increased employment of women, increased adolescent employment (increase in teen advertisement and consumption) o Societal changes – prolongation of adolescence, internet/social media changing job market, need for more education, family makeup, shifting sexual values/practices, increased amount of exposure to violence

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Why is adolescence prolonged? o Many adult life transitions are delayed  Stay in school longer, take longer to settle on a career, financial dependence on parents, move out of parents’ home later, marry later, delay having children

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When does adolescence begin and end? – challenges of defining?, emerging adulthood o Begins when a child starts to physically mature (puberty usually between 11 and 13) o Harder to define when it ends because the transition from one stage to another is gradual and uncertain  Upper boundary is less clear because physical maturity, legal status as an adult, attainment of financial and emotional independence o Emerging adulthood – stage that describes individuals who are in some ways between adolescence and adulthood

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Research design – experimental vs. correlation – pros and cons o Experimental – the researcher maintains control to ensure that there are no significant differences among his or her groups of participants o Correlation – a description of a relationship between two factors that does not imply a causal relationship between them o Pros – can get results more quickly; cross-sequential studies provide the most benefits and have the fewest shortfalls o Cons – can jump to causal conclusions when you read data

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Theories – general ideas (don’t have to know stages except those in adolescence) o Stanley Hall – storm and stress o Arnold Gesell – developmental milestones o Sigmund Freud – psychosexual stages (oral, anal, phallic, latency, genital stages) o Erik Erikson – each stage has a crisis  Adolescents have identity vs. diffusion (a sense of one’s current and future self vs. lack of commitment and instability) o Jean Piaget – four stages of cognitive development (sensorimotor, preoperational, concrete operations, formal operations)  Formal operations – adolescents begin to think in more logical, abstract terms; introspection

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Lev Vygotsky – the zone of proximal development; scaffolding Albert Bandura – importance of model and reinforcement Uri Bronfenbrenner – levels of systems (microsystem, mesosystem, exosystem, macrosystem) Stage theorists believe in nature and nurture

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Storm and stress o Idea by G. Stanley Hall o Sturm und drang – used to describe the volatile adolescent temperament  On emotional seesaw; emotional extremes

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Bronfenbrenner – know the levels of systems o o o

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Resilience o o

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Microsystem – includes adolescent (home, school, church) Mesosystem – connection between one or more microsystems (how involved are parents in schools) Exosystem – connection between systems that don’t necessarily include child (parents’ workplace such as child friendly policies; school policies such as celebrating religious days) Macrosystem – don’t include the child, but affect the child (culture, media)

The ability to bounce back despite hardship Children who are more resilient  Personality  Genes: nervous system allows them to deal with chronic stress  High goal-setters: set and achieve goals  Intelligence: tend to be smart  Sustained intense interests: sports, dance, music, etc.  Gives joy and access to a mentor  Use appropriate coping strategies: reading, music, art, etc.  Inappropriate are drugs and illegal substances  Religious, spiritual: access to a “mentor”

SES – 2 components o Limitations of low SES  Limited access to education, work opportunities, healthcare, desirable living conditions  Limited alternatives  Helplessness, powerlessness: don’t question authority

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 Deprivation and hardship: aware of what they don’t have  Insecurity: unstable life, more vulnerable to stress Parenting and poverty, challenges  Parents can’t help children in school

Family instability (divorce, single parents, etc.) Parents in poverty are generally more rigid and punitive because they have low patience and priorities shift when worried about the next paycheck  Discipline is generally harsh and inconsistent while emphasizing physical punishment Peer orientation – how they gain status  Stronger ties with peers rather than family  Do not gain status through family familial identifications  Social outcasts: develop their own rules of behavior, dress, talk, etc. African American – challenges and strengths  Challenges – legacy of discrimination, contemporary segregation, unequal education, less likely to have occupational aspirations, high unemployment rates, more likely to get pregnant than white adolescents  Strengths – Strong kinship bonds, favorable attitude toward the elderly, adaptable egalitarian roles, strong religious orientation Mexican Americans – problems, schooling  Problems – more likely to suffer from ill health, less likely to have insurance, language barrier  Schooling – less likely to graduate from high school, more likely to get held back Native Americans – standard of living, issues  Standard of living – lowest standard of living of any minority group, high unemployment, low income  Issues – high suicide rate, more likely to have substance abuse and eating disorders, mistrust American schooling, many cultural values opposite of American cultural values Asian Americans – model minority – why?  Model minority because have been more successful at achieving the “American Dream”: higher average family income, more likely to have earned college degrees, more stable marriages  Many of their cultural values are more compatible with American values  

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Piaget – formal operations o 2 stages; believed that many adolescents and adults never truly reach the second stage o Inductive reasoning o Introspection, abstract thinking, combinatorial thinking, logical reasoning, hypothetical reasoning o Critiques: age and universality (formal operational abilities do not emerge at a set time, nor is their emergence guaranteed)

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Introspection o Thinking about own thinking and teens are fascinated with own thoughts  Songs and poetry have a lot of meaning

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Information processing o Study how individuals perceive, attend to, retrieve, and manipulate information o Change is more gradual and continuous o A belief that knowledge and skills are domain specific

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Puberty – secular trend, early signs, being off time vs. on time o Secular Trend – puberty is starting earlier than ever before o Early Signs – growth spurt o Being off time vs. on time  On time –  Off time o What starts puberty? Primary, secondary sex characteristics, changes in boys vs. girls, body image  Primary sex characteristics – necessary for sex and reproduction  i.e. breasts  Secondary sex characteristics – unnecessary for sex  i.e. body hair, increase in muscle mass, increase in body fat  Changes in boys vs. girls  Males have thicker and larger bones, enlarged larynxes, larger muscles, more body hair, higher basal metabolic rates due to testosterone  Females have breasts, subcutaneous fat layer, slow metabolisms, lessened risk of stroke and heart attacks due to estrogen  Body image – boys are more positive about their bodies; girls are less excited about body changes (putting on body fat, widening of hips, etc.) o Health challenges – obesity, acne  Obesity – 14% of Americans are obese  Family, peers, environment, and broader social factors influence obesity  Acne – from maturing sebaceous glands  Males usually have more acne (testosterone driven)

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Sleep and the brain o Adolescents don’t get enough sleep  Earlier school start times, sleep debt, brain changes (melatonin released at a later time) o No sleep can result in ADHD, obesity, and depression

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Brain changes – teen thinking vs. adult, weighing risk and risk perception, social rewards, amygdala o Teen thinking vs. adult – teens rely more on impulse; brain is vulnerable o Weight risk and risk perception – brain in vulnerable to substance abuse and other kinds of risks (sensitive period) o Social rewards – more creative in problem solving, learn things very quickly, increased processing speed, capacity, memory, executive control o Amygdala – interprets incoming sensory reasoning

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Intelligence – Sternberg, Gardner’s theories o Sternberg – the “Triarchic Theory”  Componential (learning), experiential (creativity), and contextual (practical problem solving) intelligence o Gardner – believes in multiple intelligences

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Linguistic, logical/mathematical, spatial, musical, body-kinesthetic, interpersonal, intrapersonal, naturalistic intelligences

IQ tests, achievement tests – drawbacks o Measure primarily componential, linguistic, and logical/mathematical intelligence o Drawbacks: may not accurately reflect his or her intelligence, may reflect motivation or physical state, measures only a narrow range, test anxiety, sociocultural factors/bias  Objections: SES, gender, and ethnic effects; measures basic abilities acquired over a student’s lifetime

Chapter 1 Keywords 1. 2. 3. 4. 5. 6.

Adolescence – period of growth from childhood to maturity Puberty – the developmental stage at which one becomes capable of reproduction Teenager – in a strict sense, includes only the teen years; ages 13 to 19 Juvenile – one who is not yet considered an adult in the eyes of the law Youth – a term that will be used synonymously with adolescent Cohort – a group of individuals who are born at approximately the same time and who share traits because they experienced the same historical events 7. Emerging adulthood – the stage of life between adolescence and young adulthood 8. Correlation – a description of a relationship between two factors that does not imply a causal relationship between them 9. Positive correlation – a description of a relationship in which when one factor increases, so does the other 10. Negative correlation – a description of a relationship in which when one factor increases, the other decreases 11. True experiment – a study in which the researcher maintains control to ensure there are no significant differences among his or her groups of participants before the study begins and that the different groups of participants have identical experiences (except for the one issue of interest) 12. Quasi-experiment – a study in which the researcher compares preexisting groups 13. Cross-sectional study – a quasi-experimental study in which a group of persons who are one age is compared with a group of persons who are another age 14. Cohort effects – differences among individuals that are caused by historical events rather than by maturation or development 15. Longitudinal study – a quasi-experimental study in which a group of people are tracked over time as they age 16. Testing effects – a change in subject performance due not to age or maturation, but to repeated exposure to test materials 17. Cross-sequential design – a research method in which subjects at several different ages are tracked over time...