Adolescent Psychology Exam 2
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| show | industrializaton (families could make ends meet without adolescent labor), urbanization (population overcrowding), and immigration
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| show | 1970s - relevance; 1980s - back to basics (math, science, and reading); early 1990s - critical/higher-order thinking; late 1990s - rigorous academic standards (emphasize high tech training); today - standards based reform (No Child Left Behind)
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| show | a mandate that states all states ensure that all students, regardless of economic circumstances, achieve academic proficiency on standardized annual tests; schoo that repeatedly fail face losing funding or being forced to close
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| What is social promotion? | show 🗑
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| Why has school reform failed in urban schools? | show 🗑
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| show | Between 500 and 1,000 students
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| show | they provide a more intimate setting, promote participation in students (sports, clubs, student government)
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| show | No, students learn just as much in a class of 40 students as in a class of 20 students
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| What happens to students during the transition to middle/junior high school? | show 🗑
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| How can schools combat the negative transitions into middle/junior high school? | show 🗑
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| show | in middle/junior high school, teachers believe that the student's intelligence is fixed, are less likely to trust their students and emphasize discipline and they are not confident in their own teaching abilities; schools are larger and less personal
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| What is tracking? | show 🗑
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| show | students in the remedial track generally receive poorer quality education; students socialize only with peers from the same track (academic poor get poorer); difficulty changing tracks once in place, especially for minorities
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| show | girls score higher on math tests in elementary school, yet are less likely to be placed in high math track
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| show | one who scores 130 o higher on the IQ test
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| What is the Big Fish-Little Pond effect? | show 🗑
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| show | it has little impact on adolescent achievement levels; african americans are more likely to graduate and continue education in college; minorities have higher self esteem in schools where they are the majority
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| show | No, except for Catholic schools who place high priority on the intersection of values in school, the home, and the community
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| What is the most important factor in academic achievement? | show 🗑
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| What does James Comer suggest through his development project? | show 🗑
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| show | they are more diverse and accessible and they have wider variety of liberal arts, technical, vocational, and preprofessional schools
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| show | they emphasize intellectual activities, employ teachers who are committed, monitor students and the school to make changes, links with the community, and promote student participation in critical thinking
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| Diane Ravitch has what three beliefs about the interference of successful educational reform? | show 🗑
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| Who are the learning disabled? | show 🗑
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| Today's typical teenager does what? | show 🗑
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| show | post-world war II affluence
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| show | little/no contact with adults (employees & customers are teenagers, supervisor not much older), no independent behavior or decision making, little supervisor instruction, hardly any use of skills learned in school, repititious/boring, stressful, dangerous
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| What are the drawbacks of working during adolescence? | show 🗑
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| show | working long hours may be associated with increases in aggeression, school misconduct, precocious sexual activity and minor delinquency
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| Who is more susceptivle to problem behaviors resulting from adolescent work? | show 🗑
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| show | high school dropouts
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| show | community service/service learning, strengthening youth organizations, and experimenting with youth apprenticeships
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| show | it will help integrate adolescents into the community, enhance their feelings of confidence and responsibility, and put them in touch with adult role models
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| What do teens spend their money on? | show 🗑
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| What are the five c's of positive youth development? | show 🗑
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| What are the three basic schools of thought concerned media on adolescent development? | show 🗑
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| show | when the correlation between two things is not due to the first thing causing the second, but to the reverse
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| What is spruious causation? | show 🗑
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| What are the three different appoaches to how the individual's sense of identity changes over time? | show 🗑
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| show | part-time opportunities are not as readily available, scheduling is not suited to fit around the daily routines of teenagers, there is a negative stigma associated with working, and there is more out of school time for homework
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| show | a perspective on adolescene that views unstructured, unsupervised time with peers as a main cause of misbehavior
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| What is viral marketing? | show 🗑
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| What is the false-self behavior? | show 🗑
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| What is the five factor model? | show 🗑
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| show | the aspect of self-esteem that fluctuates across situations?
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| What is baseline self-esteem? | show 🗑
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| show | generally boys have more esteem that girls; the difference is pronounced among white an puerto rican teens, less pronounced among african-americans, but all differences become smaller over the course of adolescence
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| How does SES factor into self-esteem? | show 🗑
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| What the is the self-esteem difference between african american and white/hispanic girls? | show 🗑
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| show | have support/positive feedback of adults in the african-american community, focus on areas of strength not weakness, and have a strong sense of ethnic identity that enhances self-esteen
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| show | lower levels of authoritative parenting, lower levels of perceived teacher support, weaker sense of ethnic identity, higher levels of family stress
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| show | parental appoval, peer support, and success in school
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| Teens who derive self-esteem from peers rather than teachers or parents show what? | show 🗑
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| What are the problems in identity development? | show 🗑
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| What are the four orientations for minority youth? | show 🗑
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| show | racial centrality (how important race is n defining identity), private regard (how you feel about being a member of race), and public regard (how you think that others view your race)
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| show | sex differences result from societal pressure to act instereotypically masculine/feminine ways
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| What kind of females and males report higher self-esteem than their peers? | show 🗑
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| show | self-esteem (how positively/negatively one feels about oneself), self-consciousness (how much one worries about their self-image), and self-image stability (how much one feels that their self-image changes from day to day)
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| What is Erikson's Theoretical framework? | show 🗑
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| show | the adolescent's interactions with others; by responding to the reactions of peopole who matter, the adolescent picks/chooses from many elements that could become part of his adult identity
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| show | a period where individuals are free from excessive obligatons and responsibilities, and can therefore experiement with different roles and personalities
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| show | identity achievement (coherent sense of identity and has made commitments after crisis and experimentation), moratorium (midst of crisis and experimentation), identity foreclosure (made commitments but without crisis), identity diffusion (neither)
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| show | the combination of both highly masculine and highly feminine traits
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| What are the four measures of emotional autonomy? | show 🗑
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| show | physical changes of puberty disrupt family system, resurgency of sexual impulses increase family tensions, detachment caused by emotional wedge between adolescents and parents
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| show | changes in teen's appearance provokes change in how teen views self and how prents view teen; this alters parent-adolescent interactions
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| show | the progessive sharpening of an individual's sense of being an autonomous, independent person
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| show | the de-idealization of one's own parents
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| show | close, not distant, family relationships, with adolescents encouraged to develop and assert their individuality
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| show | adolescents with authoritarian and extremely permissive parents
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| show | preconventional moral reasoning (worying about punishment/reward), conventional moral reasoning (following societal rules and norms), and postconventional moral reasoning (most abstract and advanced)
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| What has research shown about the correlation between moral behavior and moral reasoning? | show 🗑
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| show | it is gender biased; women may use a care orientation to moral dilemmas and men may use a justice orientation (there is no research to support her argument, however)
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| What is justice orientation? | show 🗑
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| What is a case orientation? | show 🗑
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| show | Kohlberg's theory, which agues that late adolescence is a time of potential shifting from a morality that defines right and wrong in terms of society's rules to one of the basis of one's own basic moral principles
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| show | there is no support for this argument; there is also no support to show that girls have more trouble finding their "voice" than adolescent boys
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| show | emotional (establishment of adultlike close relationships with family and peers), behavioral (establishment of independent decisions and follow through), and value (establishment of independent set of values/beliefs)
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| show | they have higher self-esteem and fewer behavior problems; adolescent girls tend to report feeling more self-reliant than adolescent boys
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| Involvement in community service leads to what? | show 🗑
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| What happens to political thinking and religious beliefs during the development of value autonomy? | show 🗑
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| Accoring to Sullivan's theory, which interpersonal needs are associate with adolescence? | show 🗑
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| show | the sixth stage/crisis characteristic of psychosocial development (Erikson), predominant during young adulthood
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| show | superficial intimacy characteristic of relationships between individuals who are not emotionally mature
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| What are the three types attachment in infancy? | show 🗑
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| What is the internal workking model? | show 🗑
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| Individuals who enjoyed a secure attachment to their caregiver during infancy develops what? | show 🗑
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| What are the sex differences in the expression of intimacy? | show 🗑
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| show | boys
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| What does Sullivan's Theory of Interpersonal Development argue? | show 🗑
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| What are the four stages of evolution of romance in adolescence? | show 🗑
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| show | Sullivan: the development of intimacy leads to the development of a coherent sense of self in late adolescence; Erikson: one must have a clear sense of who one is in order to avoid becoming lost in a relationship with someone else
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| show | seriously dating before age 15 has a stunting effect on psychosocial development; adolescent girls who do not date at all show retaded social development, excessive dependency on parents, feelings of insecurity
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| show | accepting one's changing body, accepting one's feelings of sexual arousal, understanding thatsexua activity is voluntary, and practicing safe sex
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| show | societies in which adolescents are pressured to refrain from sexual activity until they have married or undergone a formal rite of passafe into adulthood
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| What are semi-restrictive societies? | show 🗑
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| show | adolescent growing up in single parent households
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| Ealy sexual activity (before age 16) is associated with what behaviors? | show 🗑
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| Adolescents who have been sexually abused are more likely to show what? | show 🗑
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| Authoritative parenting is associated with adolescents who are what? | show 🗑
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| show | stops them from engaging in risky sexual behaviors, but does little to prevent them from being sexually active in general
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| show | intrinsic - motivation based on the pleasure one will experience from mastering a task; extrinsic - motivation based on the rewards one will rceive for successful performance
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| show | the harmful effect that exposure to stereotypes about eithnic or sex differences in ability has on student performance
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| show | the sense that na individual has some control over his or her life
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| show | the beliefs an individual holds about the causes of one's successes and failures
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| What is learned helplessness? | show 🗑
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| What is crystallization? | show 🗑
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| What is specification? | show 🗑
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| show | the particcupar sorts of rewards an individual looks for in a job (extrinsic, intrinsic, social, altruistic, secuiry, influence, leisure)
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| Adolescents' career choices are influenced by what factors? | show 🗑
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| show | encouraged success, set high performance standards, rewarded achievement during child, and encouraged autonomy and independence
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| show | believe that intelligence is fixed or malleable, intrinsic or extrinsic orientation, sense of self-efficacy
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| How does the home environment influence achievement? | show 🗑
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| show | school performance (grades earned), academic achievement (performance on standardized tests), and educational attainment (years of schooling completed)
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| What are the reasons given for poor achivement in the United States? | show 🗑
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| show | occupational plans develop in stages: crystallization (formulate ideas about appropriate work) and specification (recognizes need to specify vocational interests and seeks appropriate information to do so)
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| show | the covariation among various types of externalizing disorders believed to result from an underlying trait of unconventionality
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| What is the social control theory? | show 🗑
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| What is negative affectivity? | show 🗑
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| show | a neurotransmitter espcially important in the brain circuits that regulate the experience of pleasure
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| show | 14; drugs can affect dopamine production in the brain, possibly altering it permanently
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| What are psychopaths? | show 🗑
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| Who are life-course-persistent offenders as opposed to adolescence-limited offenders? | show 🗑
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| show | the tendency to interpret ambiguous interactions with others as deliberately hostile
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| Antisocial behavior takes what three forms? | show 🗑
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| show | early family problems, childhood aggression, and neuropsychological deficits as well as strong dispositions toward antisocial behavior
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| What is oxytocin? | show 🗑
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| What is the diathesis-stress model? | show 🗑
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| What are SSRIs? | show 🗑
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| What is Kandel's argument regarding problem behaviors? | show 🗑
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| show | nonusers, alcohol experimenters, low escalators, early starters, late starters, high escalators
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| What are the major risk factors for substance abuse? | show 🗑
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| show | positive mental health, high academic achivement, engagement in school, close family relationships, and involvement in religious activities
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| show | those that combine social competence training for adolescenets and community-wide interventions aimed at adolescents, peers, parents, and teachers
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| Why are females more likely to be depressed? | show 🗑
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| What are some treatment and prevention approaches of internalizing problems? | show 🗑
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