exam 1

Question 1

What are some stereotypes placed on different groups of people

Answer 1

The concept that “all adolescents are lazy” or that “all women are all bad drivers” are some examples
of stereotypes. They almost always include “all”, and some sort of generalizatio

Question 2

What is a stereotype?

Answer 2

A stereotype is a widely held but fixed and oversimplified image or idea of a particular type of person
or thing

Question 3

What is the usual age that girls and boys will start puberty to be diagnosed with precocious puberty?

Answer 3

Precocious puberty usually occurs before 8 years of age for girls and before 9 years of age for boy

Question 4

Is it bad to be early or late for puberty, or just different from being on time?

Answer 4

According to the textbook, there can be negative effects for both male and female children
undergoing both early and late puberty:
For example: Females who undergo puberty earlier than average are more likely to be sexually
preyed upon, have eating disorders and lower self esteem. Males who undergo puberty later often are
more insecure and have a worse self when they are younger, but often when they are 30+ years old,
they feel more fulfilled than their counterparts who experienced puberty earlier

Question 5

Do the Secular Trends of puberty being onset earlier and earlier affect the social impacts of
adolescents as well? (if puberty is being onset earlier does that exaggerate negative and positive effects
across the board as well?

Answer 5

Yes, if puberty occurs earlie

Question 6

How does precocious puberty affect the lives of the adolescents who are influenced by

Answer 6

It often causes adolescents to become socially popular and successful earlier in life, but is also linked
to mental health issues such as depression in adulthood

Question 7

What are some social impacts that would make an individual start going through puberty early
(precocious puberty)?

Answer 7

Early stress to a child’s life,absent parents,high family conflictions,(divorse,new family
members,destructive households) Low economic status(not having enough money or foo

Question 8

What is the main type of female sex hormones and what i the main type for males

Answer 8

The main type of Female sex hormone are estrogens and the main type of sex hormones for males is
androgens.

Question 9

What are the differences between androgens and estrogens, and what are they for

Answer 9

Androgens and estrogens are hormones. Estrogens are produced by females and androgens are
hormones that contribute to growth and reproduction in both men and women. They are necessary for
growth and sexual development.

Question 10

What’s the purpose of androgens and estrogens

Answer 10

Androgens are the main male sex hormone. Estrogens are the main female sex hormone. Both
are present in everyone though. One type of androgen is testosterone, which leads to the physical changes associated with male
puberty. One type of estrogen is estradiol, which leads to the physical changes associated with female
puberty.

Question 11

What effect does the amygdala have on adolescent developmen

Answer 11

The amygdala is the main structure involved with emotion in the brain. The amygdala develops earlier
than the prefrontal cortex. This development causes adolescents to be more likely to engage in risk-
taking behavior

Question 12

What is the main function of the amygdala during adolescence

Answer 12

The amygdala is the part of the brain that involves emotions and matures earlier. Because of this, it
can include certain risk-taking adventures in adolescents.

Question 13

How does the amygdala influence an overall emotional response

Answer 13

The amygdala influences an overall emotional response by acting as one of the brain’s emotional
controls. It enhances more emotion when stimulated and overall contributes to emotional experienc

Question 14

What function does the prefrontal cortex serve and how does that function affect adolescent
development?

Answer 14

The prefrontal cortex is the decision-making part of the brain. This is responsible for the ability to
plan and problem-solve and this part of the brain keeps developing from childhood through early-
adulthood

Question 15

Q: Because the prefrontal cortex is still developing in adolescence, what differences might we see in
comparison to a person whose prefrontal cortex is fully developed in terms of decision-making and
problem-solving?

Answer 15

A: Since the prefrontal cortex is involved in reasoning / impulse control, but develops after the
amygdala, people with a developed prefrontal cortex are less likely to make impulsive, self destructive
decisions

Question 16

Q: What is the prefrontal cortex of the brain responsible for

Answer 16

The prefrontal cortex involves reasoning, decision-making, and self-control. This part of the brain is
the highest level of the brain’s frontal lobes

Question 17

Your Prefrontal Cortex controls what part of your brain?

Answer 17

Located in the frontal lobe, it is involved with reasoning, judgement, decision making, and self contr

Question 18

What is the prefrontal cortex of the brain responsible for

Answer 18

: The prefrontal cortex involves reasoning, decision-making, and self-control. This part of the brain is
the highest level of the brain’s frontal lobes.

Question 19

What part of development is the prefrontal cortex most strongly linked to?

Answer 19

The prefrontal cortex is most strongly linked to the development of reasoning, self-control,
and decision making. This part of the brain continues to develop through adult years, from 18 to 25
years old.

Question 20

What is Niche-picking?

Answer 20

Niche picking refers to finding a setting that is suited to one’s abilities.
For example, someone who is
musically talented will more than likely seek out musical environments to best express their talent

Question 21

How does niche-picking affect adolescence and where they end up

Answer 21

Niche-picking is the theory that allows children to match their environment to their heredity (they
also find the environment to be stimulating/comforting). This allows the individual to form a sort of zone
of comfort which deliberately allows them to live as they want. (For example, extroverted individuals
may choose to engage in more social aspects of childhood

Question 22

What process does someone go through when picking their niche

Answer 22

When a child is niche-picking, they try many different environments and activities and then they
choose to focus on the ones that are the most stimulating and compatible to them

Question 23

What does it mean when a psychologist refers to the term niche-picking?

Answer 23

The term niche-picking is when an individual surrounds themselves in a setting that suits their
abilities. For example, an individual who enjoys reading will likely join a reading clu

Question 24

What are the three types of genotype-environment correlations?

Answer 24

The three types of genotype-environment correlations are passive, evocative, and active

Question 25

What are examples of genotype environment correlation? Why do we seek out environments that support our genetic tendencies?

Answer 25

One type of genotype-environment correlation is the Passive genotype-environment correlation. This is where biological parents pass on both genetic and environmental tendencies. For example, smart parents normally have smarter children, but they also might have more books allowing their child to become smarter. Another type of genotype-environment correlation is the evocative genotype- environment correlation. an adolescent's genetically shaped characteristics elicit certain types of physical and social environments. For example, smiling elicits a friendly environment. The final type of correlation is the active (niche-picking) genotype-environment correlations, where children seek out environments that they find compatible and stimulating. They do this to better express themselves

Question 26

Which of the genotype-environment correlations include adolescents choosing what is most compatible and stimulating to them?

Answer 26

The genotype- environment that includes adolescents choosing what is most compatible and stimulating to them is, active genotype- environment correlation.

Question 27

What is the difference between passive, evocative, and active genotype-environment correlation?

Answer 27

Passive: correlations that occur because biological parents provide a rearing environment for their child Evocative: correlations that occur because an adolescents genetically shaped characteristics elicit certain types of physical and social environmen Active: (niche-picking) correlation that can occur when children seek out environments that they find compatible and stimulating

Question 28

What is the process of equilibration

Answer 28

Equilibration explains how individuals shift from one idea to the next. It is moving from equilibration to disequilibration and back again through an adaptation process called assimilation or accommodati

Question 29

What is the process of equilibration

Answer 29

Equilibration is the process between equilibrium and disequilibrium; the process one goes through when encountering new information. When new information is encountered, an individual falls into disequilibrium. At disequilibrium, an individual will either go through assimilation or accommodation to return to equilibrium. Assimilation is the incorporation of new information into an existing schema, meaning schemas do not change. Accommodation is the adjustment of a schema in response to this new information. Once this new information is either assimilated or accommodated, the individual returns to their natural state of equilibrium.

Question 30

What are the stages of getting to equilibration?

Answer 30

The stages are learning new information that makes them go into a sense of disequilibrium while trying to understand. They will either go through assimilation, which is the incorporation of new information, or they will go through accommodation, which is an adjustment of schema in response to new information. After finding a balance they will enter equilibrium

Question 31

What are the stages Piaget defines, and what differentiates each of these stages

Answer 31

Piaget defines four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Sensorimotor stage relates to infants, and their ability to gain knowledge through the actions they perform in the new world. Preoperational stage relates to ages 2-7; this is where the cold begins to use mental representations to understand the world such as symbolic thinking. Concrete operational stage relates to ages 7-11, and this is where the child can now reason logically about concrete events, understands the concept of conservation, and begins organizing objects by classification. Lastly, the formal operational stage relates to years 11 and up, and this is where the adolescent now reasons in more abstract, idealistic, and logical ways. (pg. 90)

Question 32

What are the stages Piaget defines, and what differentiates each of these stage

Answer 32

1. Sensorimotor stage: Gaining knowledge of the world through physical actions they perform on it. 2. Preoperational stage: Begins to use symbolic thinking: images, words, and symbols. 3. Concrete operational stage: Can classify and organize concrete events. 4. Formal operational stage: Can think in more abstract / idealized ways

Question 33

What are the stages in Piaget’s theory and the associated processes?

Answer 33

Sensorimotor stage (Birth-2)- infants construct an understanding of the world by coordinating sensory experiences, Preoperational stage(2-7)- children represent their world with words, images, and drawings, Concrete operational stage (7-11)- logical reasoning replaces intuitive thought as long as the reasoning can be applied to concrete examples, formal operational (11-15)- characterized by abstract, idealistic, and logical thought.

Question 34

How does Piaget’s stages and associated processes wor

Answer 34

Piaget’s first stage is sensorimotor, where infants use physical actions and sensory experiences to learn about the world. The next stage is preoperational, when children learn to represent things with symbols. In the concrete operational stage, children begin using logical reasoning and categorize objects, and in the formal operational stage, adolescents use more abstract ideas to reason

Question 35

What is Intersubjectivity

Answer 35

Intersubjectivity is the process whereby two participants who begin a task with different understandings arrive at a shared understandin

Question 36

What are some similarities and differences between Piaget and Vygotsky?

Answer 36

Piaget believed that people naturally progressed in their learning, and that adults’ jobs were to provide a framework through which the child would naturally progress through the stages of development, while Vygotsky believed that learning was socially constructed, and that it had no distinct stages. Students learned best, according to him, when they were carefully guided by a mentor figure.(pg.27 & 28)

Question 37

How are teaching styles inspired by Piaget and Vygotsky similar and differen

Answer 37

Located on pg. 97, a similarity include that the teacher is a facilitator and a guide the student, some differences are in Piaget’s theory, he placed little emphasis on sociocultural context and was a cognitive constructivist and Vygotsky was a social constructivist and placed a strong emphasis on sociocultural context.

Question 38

What’re the main similarities and differences that differentiate Piaget and Vygotsk

Answer 38

A main similarity between Vygotsky and Piaget is that they both believed that an individual's cognitive development is greatly impacted by the world around them. A difference between the two is that Piaget believed that cognitive development occurs in stages while Vygotsky believed it is a continuous process that each individual goes through one their own unique timing

Question 39

What are the similarities and differences of Piaget and Vygotsky’s theory in the classroom

Answer 39

A similarity between Piaget and Vygotsky is the belief that “individuals actively construct their knowledge” (p. 28). A difference is Vygotsky stresses culture and society are key, while Piaget stresses the importance of the environment.

Question 40

Did Vygotsky believe in stages of development or did he believe in something else

Answer 40

He didn't believe in stages, rather social interaction in their culture. He believed in ZPD and scaffolding as a part of learning. They develop individually rather than at specific stages.

Question 41

What was Vygotsky’s theory on cognitive development

Answer 41

Vygotsky believed that adolescents learn most through social interactions. A key component of his theory was the Zone of Proximal Development. This referred to the range of tasks that an individual cannot complete alone but can complete with the help from a more knowledgable person. If task is below ZPD, an individual can complete it alone and if it is above ZPD, the task is too difficult to complete

Question 42

What does Vygotsky believe is the best way for adolescents to grow in cognitive developmen

Answer 42

: Vygotsky believed that cognitive development best thrives through collaboration with other peers, as well as older adults

Question 43

Did Vygotsky believe that children should do course work that they can accomplish by themselves or should they do work that they must have assistance in completing?

Answer 43

Vygotsky believed that working with others is extremely important in adolescent development. He was a social constructivist and thought that social interaction and culture was the best way to construct knowledge.

Question 44

If someone is in a class outside of their ZPD, what would be the result

Answer 44

If a student is outside of their Zone for Proximal Development, they will be faced with assignments that are too hard to complete, even with assistance from teachers or peers. The student will not learn during the class

Question 45

According to Vygotsky, what is the ZPD and how does education implement it in classrooms

Answer 45

ZPD is Vygotsky’s concept that refers to the rage of tasks that are too difficult for an individual to master alone, but that can be mastered with the guidance, or assistance of adults or more skilled pe

Question 46

Which of these types of attention would be the closest in resemblance to multitasking: 1) Selective attention 2) Divided attention or 3) Executive attenti

Answer 46

The closest type of attention to multitasking would be divided attention. (pg 9

Question 47

What are the four subtypes of attention?What are some attention types

Answer 47

Selective Attention- focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant. Divided Attention- concentrating on more than one activity at a time. Sustained Attention- the ability to maintain attention to a selected stimulus for a prolonged period of time. Executive Attention- involves planning actions, allocating attention to goals, detecting and compensating for errors, monitoring progress on tasks, and dealing with difficult circumstance

Question 48

What are the 4 subtypes of attention, and which one is considered “multitasking

Answer 48

: The four subtypes of attention are selective attention, divide attention, sustained attention, and executive attention. Divided attention is considered multitasking

Question 49

What are the four different types of “attention” an individual can have? Is multitasking possibl

Answer 49

The four different types of attention an individual can experience are selective attention, divided attention, sustained attention, and executive attention, (Santrock, 2017, pg.99). Multitasking is possible as it falls under the “divided attention” category, however, studies have shown that multitasking with media can be linked to bad memory, increased impulsivity, and reduced c=volume in the cerebral cortex, which isn’t always a positive thing,

Question 50

What characterizes executive function?

Answer 50

higher order, complex cognitive processes such as making decisions, reasoning, thinking critically, thinking creatively, and metacognition (Santrock 2019, p. 10

Question 51

What is a work bench for memory?

Answer 51

: Working memory is essentially a mental “workbench”, where individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken language. Working memory is described as more active and powerful in modifying information than is short-term memory.

Question 52

What are the different types of memory

Answer 52

Short term memory, working memory, Sensory Memory, and Long-Term Memory

Question 53

What are the three types of memory? Describe each

Answer 53

The three types of memory are long term, short term, and working memory. Long term memory is “a relatively permanent memory system that holds huge amounts of information for a long period of time” (101). Short term memory is “a limited-capacity memory system in which information is retained for as long as 30-seconds” (100) and working memory is “a kind of workbench where individuals manipulate and assemble information when they make decisions” (10

Question 54

What are the different types of memory

Answer 54

The different types of memory are short-term memory (a limited-capacity memory system in which information is retained for as long as 30 seconds), working memory (individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken knowledge), and long-term memory (relative permanent memory that holds huge amounts of information for a long period of time

Question 55

Q:What are two learning and memory styles

Answer 55

Two memory styles are short-term memory and long-term memory. Short-term memory has a limited capacity, only retained for 30 seconds. Whereas long-term memory is a relatively permanent memory system that holds huge amounts of information for a long period of time. (pg. 100 & 101) Learning styles fall under the category of executive function, which has two types: hot executive function (involving conscious control driven by logical thinking and critical analysis) and cool executive function (driven by emotion, with emotion regulation an especially important process).

Question 56

What is one of the most important strategies in regards to learning

Answer 56

Elaboration is one of the most important. Elaboration is creating a new relationship among stim