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Dev Psych
Final
| Question | Answer |
|---|---|
| What is the framework of peer relations research | -INDIVIDUAL: social, cognitive and affective variables. -SOCIAL BEHAVIOURS: aggression, social withdrawal, pro social behaviour. -PEER REGARD: friendships, perceived popularity, sociometric status. These three cycle. |
| Reactive Aggression (aggression frustration model) | -originates from traumatic relations -interprets hostility even when not there -internalising symptoms and emotion regulation difficulties -hot blooded aggression -can experience anxiety and depression -low likability, rejection -ex: bully victims |
| Proactive Aggression/ instrumental (social learning model) | -cold blooded aggression -status goals -instrumental (use people) -low likability of peers but perceive themselves as popular -increased likelihood of delinquency -premeditated -ex: bullies |
| Cognitive information processing models | -reactive aggression has emphasis on interpretation of situational cues (hostile attribution) -proactive aggression has emphasis on clarification of goals (instrumental and status goals) |
| Perceived Popularity= reputational status | -Measures visible, reputational based role in the peer group - assessed with questions: who is pop. in eyes of others -central position in peer networks -Positively correlated: some well liked children are also perceived to be ’cool’ and powerfull |
| Aggression & perceived popularity | -perceived pop. is combination of aggression (instrumental) and pro social behaviors - aggression is related to peer rejection |
| Long term outcomes of peer rejection vs perceived popularity | -peer rejection has negative consequences -perceived popularity/ controversial status effects are largely unknown |
| How does puberty begin via HPA and HPG axis | -hypothalamus signals pituitary, hormones go to adrenals, enlarge gonads, produce rush of sex hormones - |
| Psychological effects during adolescence | -Hormones instigate attraction and precipitate emotions -More moodiness and psychopathy at extremes (Boys: Schizophrenia; girls: Severe depression) - normative decrease in self-esteem for both sexes |
| How puberty alters biorhythms and sleep | -biology (circadian rhythms) and culture (parties and technology) work to make teenagers increasingly sleep-deprived with each year of high school -circadian rhythm thrown off= phase delay |
| Visible signs for boys and girls | -growth proceeds from extremities to core -boys: growth of genitals, pubic & facial hair, deepening voice, final height by 20 -girls: nipple growth, pubic hair, weight in breast & hips, 1st period/ menarche, body grown: 4 years after start |
| Primary and secondary sex characteristics | -primary: characteristics directly involved in conception and pregnancy (ex:ovaries, uterus, penis, testes) -secondary: signify masculinity/ femininity (ex:body shape, hair line growth, breast development) |
| Risks in maturation | -girls: too early (internalizing difficulties, early sexual engagement, physical health risks like breast cancer) -boys: too early (externalizing difficulties), too late: (potential internalizing difficulties) |
| Adolescence lacking nutrients and complex eating | -deficiencies in: iron, calcium, zinc -iron depletion from mensuration -nudge toward poor dietary choices from peers and environment |
| Body image and eating disorders | -girls more likely to use diet pills, boys more likely to use steroids -anorexia (perfectionism/ obsessive compulsion), bulimia (emotion regulation issues, impulsivity), binge eating, orthorexia (over exercising & under eating) |
| Four key constructs related to adolescent cognitive development | -egocentrism: focus on self, exclude others -imaginary audience: believe others are watching -personal fable: believe own beliefs are more wonderful or awful than others -invincibility fable: invincible feeling, cannot be beat/ harmed |
| Piagets formal operational thought and related modes of thinking or reasoning | -systematic logic & abstract thinking -hypothetical-deductive reasoning: think of possibility (if-then) -deductive reasoning (top down) -inductive reasoning (bottom up) -prefrontal cortex develops last -dual processing: intuitive & analytic thought |
| The beginning of bullying research | -father of bullying research: Dr. Dan Olweus -research began in 1970's in Norway -most research done in schools |
| Definition or three part criteria or school bullying | -unprovoked/ intentional behavior (aggression) -enduring (repeated across time) -a social power difference between bully & victim |
| Predictors and outcome of bulling and prevalence | -predictors: individual level variables (narcissism, antisocial, anxiety & depression) -outcomes: substance use, academic and social diff., violence, delinquency -prevalence: peaks in middle school, vary by age & country & social context |
| Idea of bully victims, and school bullying as school phenomenon | -bully victims are more dysfunctional & vulnerable (minority of students) -bully victims prone to conduct probs & mental health issues -group phenomenon: 2 or 3 peers are present -bullying may be motivated by desiring status from peers witnessing it |
| Participant roles in bullying: the roles and their key characteristics | -bullies: disliked by peers, but perceive themself as pop., status goals -bullies assistants: rejected/ disliked by peers (hands on) - reinforcers: watch & laugh (not hands on) -bystanders: want to help but don't want to risk status -victim defender |
| Bullying intervention design | -behavioral interventions (teach social skills) -cognitive interventions: reduce hostile attribution bias -intervention design: program production |
| Dosage, fidelity and implementer variables in intervention implementation | -dosage: how much program is implemented (quantity) -fidelity: adherence to program (quality) -implementer variables: felt efficacy among teachers to deal w/ bullying & apply program |
| What are the three identity processes and contents? | -role confusion: doesn't know or care what identity is -foreclosure: premature identity formation rejects traditional values without question -moratorium: socially acceptable way to postpone making identity decision (ex: college or military) |
| Parenting during adolescence, family and psychological control | -conflict peeks in adolescence (sign of attachment not distance) -family closeness: communication, support, connectedness, control -parental monitering: (+: warm and supportive, -: controlling, punitive) -family function more imp than family structure |
| How parents affect development | -family conflict peaks in adolescence (sign of attachment) -family closeness: communication, support, connectedness, control (examples of family functioning) -parental monitering: parents acknowledge children's whereabouts |
| How peers affect development, peer pressure, normative developments among peers during adolescence | -peer pressure: usually negative, can be positive -concern for status increases -aggression increases develops into verbal from physical -social withdraw declines |
| Three major emotional-behavioral difficulties during adolescence | -Depression: self esteem dips @ puberty, girls> boys -Suicide: suicidal ideation(most common): thought of suicide, parasuicide: self harm/ attempted, cluster suicide: see it happen w other & inspired -Delinquency: adolescent limited offender stops by 21 |
| How drugs affect development | -prevalence and incidence increases from 10-25y/o -excite limbic system -person x environment: personality factors and environmental factors |
| Social withdraw | -withdraw from social interaction in familiar peer group across time and situations -gender: men suffer more due to gender norms -develop. progression: older individuals more severe and stand out with time |
| Clinical & social-developmental views on social withdrawal | -examined as anxiety type behaviors (shy & timid) -maladjustment: under control-externalizing difficulties(more researched), over control-internalizing difficulties |
| How social withdrawal is related to social adjustment; age and gender effects in the links of withdrawal with adjustment | -men suffer more b/c gender norms -the older an individual the more severe (stand out w time) |
| Diathesis-stress model | -stress can elicit adjustment difficulties by interacting w/ underlying vulnerability -experience peer exclusion exacerbates the outcomes associated w anxiety |
| Anxious Solitude and Social Disinterest | -anxious solitude (adjustment issues): high social avoidance motivation, and onlooking behaviors -social disinterest (no adjustment issues): lack of desire to play w others, potentially relatively benign, low social approach motivation |
| What is the idea of WEIRD | -W: western -E: educated -I: industrialized -R: rich -D: democratic |
| How and why health is usually excellent in emerging adulthood; self-esteem and senescence | - body systems function optimally -self esteem begins to rise -senescence (aging) begins to rise |
| Concepts: organ reserve, homeostasis, allostasis | -organ reserve: organs hold extra power for when needed -homeostasis: equilibrium maintained -allostasis: longer term adjustment -allostatic load and balancing: good deep sleep, good nutrition, exercise, leads to allostatic adjustment |
| How risk taking is common; factors contributing to risk taking; examples of risk taking | -more serious accidents/ violent death -maturation, not experience affects risk assessment |
| Drug use and abuse in emerging adulthood | -peaks at 20 years old - if continue after 25 y/o, people want to quit |
| Post formal thought | -capability of abstract and dialectical thought (ex: time management, self regulation, dual processing, practical thought, romance) -pre frontal cortex fully developed by 25 y/o (highest order thinking) -some people never develop post formal thought |
| How college serves a moral and a cognitive function | -helps gain values and philosophy of life -college correlates w better health -college improves cognitive skills -college may not improve cognitive skills anymore as much as for older generations |
| 3 stages of Kohlberg’s theory of moral development | -Level 1 (childhood): obedience & punishment, self interest -Level 2 (adolescence): conformity to norms, social order -Level 3 (early adulthood): social contract, universal ethical principles |
| Generational college students | -1st gen do not have lower cognitive/ academic skills then 2nd gen -1st gen are less engaged on campus |
| How are young adults establishing identity and how resolving prior crisis's affects development | -identity is revised life long -most emerging adults are still seeking to find who they are -ericksons stages "crises to solve" -Erikson believed that at each stage the outcome of earlier crises provides the foundation of each new era |
| Moratorium; the two main identity search processes at this stage | -moratorium: pause to postpone identity achiev. (not bad) -vocational/edu. identity: developing work values, active, higher edu. -ethnic identity: self expression & others reactions(reciprocal), meaning changes across life, multifaceted(clothes, hair) |
| Personality and self-esteem show positive developments during early adulthood | -increase in agreeableness and conscientiousness -neuroticism decreases -young adults feel more incontrol of life (psychologically healthy) -self esteem increases until 50's |
| Intimacy in family and friendship | -PARENTS: parental support is vital more now than in past -FRIENDSHIPS reach their peak of functional significance -mutuality: both friends benefit from eachother -friendships switch from quantity to quality around age 30 |
| Romantic relationships in emerging adulthood | -marriage postponed due to longer edu. times -churning: living together, separating, getting back together -children of unmarried couples have lower edu. levels -PSYCH OF LOVE: passion, intimacy (physical & psychological) & commitment |
| Senescence and allostatic load in adulthood | -senescence (aging) begins: gradual physical decline -allostatic load varies but lower good for aging |
| How aging affects bodily systems and the physical body | -respiratory system: obese & heavy smokers have serious impaired lungs by middle age -sleep is increasingly crucial -senses become less accurate -hearing loss for high frequencies -posture change: reduced height(vertebrate shrink) -reduced strength |
| Drug use and obesity risk during adulthood | -caffeine and alcohol have greater affects on adults -excess body fat increases chronic disease (covid) -death increase from synthetic opiods |
| How intelligence is affected by nature & nurture; general intelligence | -myelination is reduced -slower firing neurons: slower reaction times -general intelligence: one trait that cannot be measured directly but inferred from various abilities |
| Stenberg’s 3 intelligences | -analytic intelligence: remember & analyze ideas -creative intelligence: flexibility & innovation -practical intelligence: everyday problem solving (needed in adult life) |
| Fluid & crystallized intelligence | -Fluid intelligence: (impacted by aging) working memory, abstract thought, speed of thinking, short term memory -Crystalized intelligence: gets better w age, accumulated learning, vocab and general info |
| Components and development of expert cognition | -requires experience -intuition: rule following, expectations -automaticity: conscious processes- automatic -strategic: tasks are performed efficient -flexibility: experiencing challenge under atypical situations |
| How many Erikson’s identity stages are important in adulthood | -intimacy vs isolation, generatively vs stagnation, & integrity vs despair are imp past adolescence -identity vs role confusion crisis is poss. as adults readjust identity after life events |
| Adulthood personality development within the Maslow’s need hierarchy and regarding the Big Five | -maslows need hierarchy: physiology at bottom, self actualization at top, climb hierarchy w/ age -big 5 affect how we choose vocations, hobbies, health habits, mates & neighborhoods (openness, extroversion, agreeableness, neuroticism, conscientiousness) |
| How personality affects life choices (and potentially vice versa) based on the concept “ecological niche” | -personality traits affect the contexts adults choose in life (hobbies, vocation) -ecological niche: the contexts (a lifestyle, hobby, job/career) one chooses based on personality traits |
| LAT and fictive kin | -LAT: living apart together -fictive kin: people who become accepted as part of a family who have no genetic or legal relationship to that family |
| Parenthood difficulties | -adoptive parents: lifelong legal connection -stepparents: children are unexpected stress in marriage -foster parents: most difficult form of generativity -grandparents: most enjoy role, new opportunities & challenges for generativity |
| Caregiving: kin keepers; sandwich generation | kin keeper: one who gathers/ communicates w/ whole family together (holiday dinners) -sandwich generation: middle generation squeezed by needs from younger & older generations |
| Benefits of employment; intrinsic vs. extrinsic rewards for work | -Work meets generativity needs by allowing people to complete many tasks -extrinsic rewards: tangible benefits, imp to younger (pay) -intrinsic rewards: intangible gratifications, predicts good things in life (older workers have high autonomy) |
| Demographic shift and key issues related to it; the dependency ratio and how this is changing in late adulthood | -demographic shift: causing dependency ratio to get smaller -we compensate for dependents: technology, growing pop., dependency is not inevitable |
| Prejudice: Ageism and harm from believing the stereotype | - elderspeak: talking to elders like babies (loud, simple) -believing stereotype becomes self fulfilling prophecy -treated as frail & confused causes more dependency -needs are ignored, cause to fail & give up -focus on what lost, cause to lose joy |
| The three theories of aging | -wear&tear theory: body suffers from over use(everyday life) -genetic theory: genes provide inherent max. life span avg. life expectancy depends on societal factors -cell aging: errors in cell repro. &replication (hayflick limit: limit of cell replica.) |
| How aging affects brain processes and cognition; how and what kind of memory is impacted by aging | -more parts of brain are used simultaneously (adaptive) -brain recruits more neurons from other areas when older -multitasking is more diff. -long term memory does not suffer w/ age (short term suffers) -source amnesia: remember things but not details |
| How aging can bring about self actualization, life review and wisdom | -integrity vs despair: feel content -self actualization: life review, creativity aesthetic sense -wisdom: self actualization, life review & integrity combined |
| Individual variation in psychological well-being and how self- theories and stratification theories explain this in late adulthood | -development is more diverse in late adulthood -continuity: personalities and attitudes to have remained quite stable (sense of self) -positivity effect: remember positive experiences more -stratification by gender, ethnicity, income, age |
| How friendships and long-term partnerships are reflected in and affect life during late adulthood; social convoy; filial responsibility | -social convoy: small group you can rely on -filial responsibility: relative takes responsibility of care of elderly -friends are cause & result of good health in late adulthood |
| How many still work during late adulthood and why; factors that affect retirement decisions; how volunteering, religious and political activity are also meaningful during late adulthood | -Significant portion keep working ( income, social support, and status, health care support) -retirement factors: health, family needs, income, personality) -volunteering, religious and political activity offer generativity and social connections |
| How elderly wish to “age in place”; NORC | -prefer aging in place -naturally occurring retirement community: not organized, alot of elders live there |
| Definition of frail elderly; activities and instrumental activities of daily life | -frail: over 65, physically infirm, very ill/cognitively disabled -activities of daily life ADL): self care, eating, bathing, toileting, dressing inability to perform=frail) -instrumental activities of daily life(IADL): transportation, cooking, finances |
| Challenges with elderly care giving at home; the idea of integrated care | -get substantial stress from taking care of others (health decline, risk of depression) -integrated care is ideal: professionals and family cooperate to care for elder |
| How reactions to death vary by culture, historic times and religion | -reactions filtered but hope is constant -dying takes longer & occurs later in life (more in hospitals) |
| How death is understood across the life span/age | -children affected by parents reactions -older children use concrete operational thought (seek facts, less anxious) -teens have little fear in death/romanticize it -death is avoided in adulthood -late adulthood accept death, good sign of mental health |
| How death can be “good” or “bad”; factors contributing to each | good death: peaceful, quick, w/ family & friends -modern medicine: treat illness(good), prolong confusion/ pain, restrictions make difficult (bad) |
| Emotional reactions to death | -denial -anger -bargaining -depression -acceptance |
| Maslow’s final level and how it relates to death | -physiological needs (no pain) -safety (no abandonment) -love& acceptance (family and friends) -respect (from care givers) -self actualization+ self transcendence= acceptance of death |
| Hospice, palliative care | -hospice: institution or program in which terminally ill patients receive palliative care -palliative care: relieving pain& suffering (no treatment) -pain relievers have double effect (positive and negative effects) |
| Grief vs. mourning; (4) types of grief | -mourning:how grief is expressed w others (funeral) -grief: sorrow felt after loss (individual) -absent grief:doesn't seem to be grieving -disenfranchised grief:prevented from mourning -incomplete grief:when circumstances interfere (no body, homicide) |
| How reactions to death vary | -most recover within 1 year -continuing bonds are good (to a point) -placing blame: impulse common after death, not always rational -seeking meaning: preserving memories, support groups good |
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vrking96
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