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Develop Psych Final
Develop Psych Fiinal
| Question | Answer |
|---|---|
| What is the framework of peer relations research? | Individual: social cognitive and affective variables Social Behaviors: aggression, social withdrawal, prosocial behavior Peer Regard: sociometric status, perceived popularity, friendships (cycle) |
| What is the definition and adjustment correlates of reactive aggression... | - originate from traumatic, abusive relationship history - linked to biological factors like temperament - internalizing symptoms and difficulties in emotion regulation - low genuine likeability and victimization by peers - increased dating violence |
| What is the definition and adjustment correlates of (instrumental) proactive aggression... | - predicted by coercive parenting and lax behavioral control - average academic performance and social relationships - low genuine likeability (rejection) by peers, but perceived popularity - increased likelihood of delinquency |
| What is the cognitive (information processing) basis of inst./proactive and reactive aggression? | -reactive aggression has an emphasis on encoding situational cues (attributing hostility) -Proactive aggression clarification of goals (instrumental and status goals) |
| What is the idea and measurement of perceived popularity? | - (=reputational status), measures visible, reputational status (popular in the eyes of others) but not well liked -assessed with questionnaire items -captures something unique in adjustment -enables us to understand social development in more depth |
| What is the idea and measurement of peer acceptance? | -positively related but not in redundant constructs -positively correlated (some well accepted children are also perceived to be 'cool' and powerful in the peer group) -liked by others |
| What are the behavioral and adjustment correlates of perceived popularity? | -instrumental aggression, combination of aggression and prosocial behaviors -adequate cognitive, social and academic skills -aggression is related to peer rejection (mean + stupid) |
| What are the longitudinal outcomes of peer rejection vs. perceived popularity? | -effects are largely unknown |
| How does puberty begin via HPA and HPG axis? | -hypothalamus signals pituitary>to send hormones to the adrenals> to enlarge the gonads> that produce a rush of sex hormones -entire body and brain are transformed by puberty |
| What are the psychological effects during puberty? | -hormones instigate attraction and precipitate emotions, more moodiness and psychopathy at extreme - a normative decrease of self esteem -boys: schizophrenia; girls severe depression |
| How does puberty alter biorhythms and thus also sleep? | -biology (circadian rhythms) and culture (parties and technology) work to make teenagers increasingly sleep deprived with each year of high school -puberty alters the circadian rhythm> adolescents have a phase delay in this |
| What are the visible signs for boys and girls, primary and secondary sex characteristics? | -Males: growth of the testes, initial public hair growth, growth of the penis, final height at age 20 -Females: nipple growth and a few public hairs, increases in height, especially at the breasts and hips, first menstrual period (menarche) |
| What are the basic growth patterns and risks in maturation for boys and girls? | -Girls: too early internalizing difficulties, early sexual engagement, physical health risks, breast cancer -Boys: too early (externalizing difficulties), potentially also too late potential internalizing difficulties, aggression, delinquency, early sex |
| How do adolescents lack nutrients and eating may be complex? | -diet deficiency; iron, calcium, zinc and other minerals -iron depletion from menstruation, intensive physical labor or sports -risk for anemia |
| What are the first 2 eating disorders? | -anorexia nervosa: fear of eating and gaining weight; skewed body image; skeleton, higher death rate -bulimia nervosa: binge eating and throwing up; potential; body image issues; most are average weight bones destroyed, suffering organs and rotting teeth |
| The Other 2 eating disorders? | -binge eating excessive eating, reoccurring eating splurges (fat) -orthorexia: over exercising and under eating |
| What are the four key constructs related to adolescent cognitive development? | -adolescent egocentrism: narcissist -imaginary audience: belief that others are watching -personal fable: one is destined to have a heroic or legendary life -invincibility fable: one cannot be overcome, or harmed by anything |
| What is pigaet's formal operational thought and related "modes" of thinking or reasoning (as depicted in the slides)? | -systematic logic, to think about abstract (formal) ideas math + science -hypothetical-deductive reasoning think of possibility (if-then propositions) -deductive: top-down science theory>hypothesis -inductive: bottom-up experience feeling> conclusion |
| "What are the 3 identity "processes" and identity "contents"? | -Role confusion: IDK what I want to do and IDC -Foreclosure: follow the family's footsteps -Moratorium: socially acceptable way to postpone |
| What is beneficial parenting during adolescence; how family closeness and parental monitoring can help adolescent; psychological control? | -parental conflict peaks in early adolescence -4 aspects of family closeness: communication, support, connectedness, control -parental monitoring: positive + supportive relationship; negative controlling bad habits |
| How do parents and peers both affect development; peer pressure? | -healthy parent-adolescent relationships enhance later peer friendships and more reciprocal romances -peer pressure is usually considered a negative thing, can also be a positive influence (encouragement) |
| What are the normative developments among peers during adolescence? | -concerns: peer acceptance + popularity (increases) -Aggression: increases in adolescence (peaks middle school), develops from physical to verbal, instrumental, + relational forms -Social withdrawal: negative, active peer engagement (decreases |
| What are the 3 major emotional-behavioral difficulties during adolescence? | -depression: self-esteem dips @ puberty, both biological + psychosocial stress, more girls (over-thinking) -Suicide: ideation (most) para (self-harm), + cluster |
| 3 major emotional-behavior difficulties during adolescence? Pt 2 | -Adolescence delinquency + defiance: limited offender: criminal activity stops @ 21 (antisocial peers) -Life-course-persistent offer: beings in early adolescence (parenting failed) and continues throughout life, they act alone, criminal |
| How do drugs affect development, the idea of cohort effects, and why some are affected and some aren't? | - drugs excite the limbic system and interfere with the prefrontal cortex -Harm: brain development, physiological effects, + lower academic performance |
| Define social withdrawal? | -withdrawal from social interaction in the familiar peer group across time situations |
| What are the clinical and social developmental views on social withdrawal? | -mostly examined as anxiety-type behaviors reflecting social wariness |
| How is social withdrawal related to social adjustment; age and gender effects the links of withdrawal with adjustment? | -Developmental progression: the older the person, the more severe the adjustment is -Gender difference: men have more difficulties w/ social adjustment; men struggle more because of gender norms |
| How can social withdrawal be influenced by social context; the idea of the diathesis-stress model; related findings in peer research? | -stress may elicit adjustment difficulties by interacting with underlying vulnerability -the experience of peer exclusion exacerbates the outcomes associated with anxious solitude; peer group or env. withdrawing from a person |
| What is the idea of anxious solitude and social disinterest; how do these forms so social withdrawal differently related to adjustment? | -mostly divergent associations with psychological and peer reported social adjustment SD is more benign -although SD is less troubling than AS, lowers mood warrants for further research |
| How did bullying research begin; the "father" bullying research? | -Olweus Bullying Prevention Program (OBPP), utilizing an ecological system's approach to bullying intervention + prevention, with good initial results |
| What is the definition of (3-part criteria for) school bullying? | -unprovoked/intentional behavior: use of aggression -enduring: repeated across time, at least until caught -a social power difference between the bully and the victim If these 3 criteria are not fulfilled, it is not bullying |
| What is the varying prevalence of bullying; predictors and outcomes of bullying? | -specific prevalence rates vary by age, country, and the immediate social context -bullying peaks in middle school + declines by the end of high school -predictors: individual level variables + family influences -Outcomes: difficulties for the bullies |
| What are the participant roles in bullying: the roles and their key characteristics? | -Bully: popular, dominance, proactive aggression -bully assistants: hands on -reinforces: laugh + cheering bully on -outsides; bystander -victim's defenders |
| What is the intervention design? | -behavioral: teach social skills -cognitive: psychological level intervention -program production: the intervention design |
| What is the dosage, fidelity and implementer variables in intervention implementation? | -dosage: how much of the program is actually implemented (quantity) -fidelity: adherence to the program (quality) -implementer variables: felt efficacy among teachers to deal with bullying/applying the program |
| Why is emerging adulthood as a unique life stage; the idea of weird? | -separate developmental stage -only adulthood in social psychology and other sub-fields of psychology, but considered a unique developmental stage in the life-span perspective -WEIRD (Western, educated, industrialized, rich democracies) |
| How and Why is health usually excellent in emerging adulthood; self esteem and senescence? | -body functions optimally -self-esteem begins to rise -senescence has already begun, but aging is not usually noticable |
| Concepts: organ reserve, homeostasis, allostasis? | -Organ reserve: extra power organs are capable of producing when needed -Homeostasis: state of equilibrium maintained by the body's physiological systems -Allostasis: related to homeostasis, but a longer-term adjustment system in the body |
| How is risk taking common; factors contributing to risk taking? | -low rate of disease between ages 18-25 is counterbalanced by a high rate of violent death -fatal accidents, homicide, and suicide result in more deaths than all other causes combined -maturation, not experience, affects risk assessment |
| What are the factors related to drug use and abuse during emerging adulthood? | -peaks at age 20 -if continued after age 25 want to quit |
| What is postformal thought? | -increasing the capability for abstract and dialectal thought: a comprehensive approach to considering various aspects of an issue, anticipating problems and dealing with things in a timely manner -some never develop postformal thought |
| How does college serve a moral and a cognitive function? | -due to developed maximum cognitive potential and socialization effects of mortality are essential for young adults -college is thought serve a 'moral' function i.e., to help gain values and a philosophy of life |
| What are the main points in the 3 stages of Kohlberg's theory of moral development? | -pre-conventional-childhood: obedience + punishment, self-interest orientation -conventional-adolescence: social norms, authority + social-order maintenance -post-conventional- 18-21: social contract orientation, universal ethical principals |
| On average, how does college provides cognitive, health and other benefits? | -college graduates everywhere smoke less, eat better, exercise more, + live longer -knowledge of specific subject areas, skills in various professions, reasoning, and reflection = improved cog skills -multiple perspectives, critical thinking, flexible |
| What are the 2 main points regarding 1st generation students? | -1st gen: do not have lower cog skills (=) -1sts gen: less engaged in student activities or on campus (most likely don't live on campus) |
| How do young adults still establishing identity; the idea of how "resolving" prior identity crisis affects later development? | -begins at puberty, but identity is reasserted, revised, and reestablished lifelong -Erikson believed that at each stage the outcome of earlier crisis provides the foundation of each new era |
| How does personality and self-esteem show positive developments during early adulthood? | -young adults feel more control over their lives |
| Moratorium? | -a way to postpone identity achievement by doing something else |
| Vocational/educational identity? | -higher education and developing work values |
| Ethnic identity? | -personal expressions |
| Intimacy vs. isolation; how need for intimacy is reflected in family, friendship, and romantic relationships? | -family (linked lives) -friendships reach their peak of functional significance (self-expansion + mutuality) -romantic relationships (cohabitation) |
| What are the 3 aspects of a romantic relationship (psychology of love)? | -passion -intimacy -commitment |
| What are the concepts: senescence, allostatic load? | -the aging process -long term reaction, affected by eating and other life habits |
| How does aging affect bodily systems and the physical body? | -respiratory: smoke; impair lungs by middle age -vision: peripheral vision narrows faster than frontal vision -hearing: high frequencies lost earlier than low frequencies |
| Explain the drug use and obesity risk during adulthood? | -cause notable effects on the body, especially between ages 25 and 65 -all have different effects on the body |
| How is intelligence affected by nature + nurture; general intelligence; Stenberg's 3 intelligences? | -general: cannot be measured directly; multiple subtests -fluid: gets worse with aging + relies on short-term memory -crystallized: better with aging + relies on long-term memory |
| Sternberg's research? | -analytic: remember + analyze -creative: flexibility + innovation -practical: intellectual + everyday problem solving |
| Expert cognition? | -something we develop with cognition -intuition: guided expectances -automaticity: conscious to automatic -strategic: strategy compensation -flexibility: challenges in strange situations |
| How many Erikson's identity stages continue to be important? | -3 stages -intimacy vs isolation -generativity vs. stagnation -integrity vs. despair |
| What is the adulthood personality development within the Maslow's need hierarchy and regarding the big 5? | -humanism: people seek love, respect; if goes well, individuals be themselves, movement when people have satisfied their needs at one level + are ready for the next step 1)physiological 2) safe + secure 3) love + belonging 4) esteem 5) self-actualization |
| How does personality affect life choices (and potentially vice versa) based on the concept "ecological niche"? | -ecological niche: the contexts (lifestyle, hobby, job/career) one chooses based on personality traits |
| How does personality show positive mean-level developments during adulthood years; the concept of "ecological niche"? | -personality profiles are stable -when we look @ individual personality traits they do change |
| LAT (living together apart); fictive kin? | -LAT: includes a steady romantic partner; commitment to the relationship -fictive kin: people who have become part of a family with no genetic relation |
| How parenting may be especially challenging for adoptive, step, foster + grandparents? | -adoptive: reactive attachment disorder (DSM-5) -stepparents: disruptive changes + unexpected stress -foster: (most difficult) emo + behv needs of the kids -grand: skipped-generation families |
| Kin keepers + sandwich generation? | -kin keepers: the gatherer + communications hub for their family -sandwich: middle aged people are squeezed together by the needs of the younger + older members of their family |
| What are the benefits of employment; intrinsic vs. extrinsic rewards for work (or respective motivations for work? | -extrinsic: in the form of compensation -intrinsic: intangible gratifications for enjoyment |
| What is demographic shift and the key issues related to it; the dependency ratio + how it is changing? | -the dependency ratio is getting small (getting more older people) -population of the whole world has grown -technology takes fewer people to do the same work -dependency is not inevitable |
| Prejudice: ageism and harm from believing the stereotype? | -people are categorized (not individuals) + judged solely on the basis of their chronological age -elderspeak: baby talk -consequences: makes elders become more dependent |
| What are the 3 theories of aging? | -wear + tear: after certain duration body gets exhausted -genetic theories: DNA code, a genetic clock -maximum life span: (by species) 120 is the absolute max -average life expectancy: (by society); 81 -cellular aging: aging + damaging cells |
| What is the Hayflick limit + telomeres? | -the natural limit of cell replication; telomeres at the end of each chromosome are shorter with each replication |
| How does aging affect the brain process + cognition, how and what kind of memory is impacted by aging? | -less activity, multitasking is more difficult in late adulthood -longer reaction times -short-term memory suffers w/aging |
| How can aging bring about self actualization, life review + wisdom? | -aesthetic , creative, philosophical + spiritual understanding; life review -wisdom: expert knowledge, understanding life -some elderly are unusually wise |
| What is the idea of individual variation in psychological well-being and how self-theories and stratification theories explain this in late adulthood? | -sense of self is key so they can hold onto their identity -positivity effect: focusing on more positivity -stratification theories: emphasize social forces, particularly those related social stratum, or social category |
| How are friendships and long-term partnerships reflected in and affect late adulthood; social convoy, and filial responsibility? | -social convoy: small groups of people provide protective relationships -long-term: help with problems; older adults (married) are happier + healthier -intergenerational relationships: often primacy of ties found over other relationships; filial respon. |
| How many still work during late adult. and why.; how volunteering, religious + political activity are also meaningful during late adulthood? | -significant proportion of older adults keep their job; provides income, social support; + status -volunteering, religious + political activity offer generativity and social connections |
| How elderly wish to "age in place"; NORC? | -no one wants to age in a nursing home unless absolutely necessary -some homes become part of naturally occurring retirement community (NORC) |
| What are the challenges with elderly care giving at home; the idea of integrated care? | -siblings tend to feel relive or jealousy -disagree about schedules |
| ADL vs IADLS? | ADL: 5 tasks of self-care; eating bathing, dressing, toileting, and moving things around -IADLS: managing meds, preparation, transportation, communications + finances |
| How does reactions to death vary by culture, historic times and religion?!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 | -hope remains constant |
| How is death understood across the life span/age? | -childhood: children are affected by other's reactions; older children use concrete operational cognition, seek specific facts and become less anxious -adolescence: little fear of death, emotions + powerful (romanticizing death) |
| How is death understood across the life span/age pt.2? | -Adulthood: responsible (death avoided or postponed) -late adulthood: accept death |
| How can death be good or bad? | -good death: peaceful + quick w/company of friends + family -bad death: lacks the above characteristics, dreaded by older adults |
| What are the emotional reactions to death? | -denial -anger -bargaining -depression -acceptance |
| What is Masclow's final level and how does it relate to death | Hierarchy of needs -physiological -safety -love + acceptance -respect -self-actulization |
| Hospice + palliative care? | -hospice: institution in which terminally ill patients receive palliative care -palliative care: no more medical treatment, just keep them comfortable |
| Greif vs. mourning? | -grief: powerful sorrow felt after a profound loss -mourning: social ceremonies and behaviors -absent: a person doesn't seem to be grieving -disenfranchised: prevented from mourning in public by cultural customs or social restrictions |
| How do reactions to death vary? | -other people need to be especially responsive to whatever needs a grieving person may need -grief is less likely to destroy survivors when markers or rituals are observed |
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Nylla
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