exam 2- lifespan Flashcards
(170 cards)
1
Q
the average child knows about ___ words at age 2, and more than ____ on average by age 6
A
500; 10,000
2
Q
early childhood is between the ages of
A
2-6 yrs
3
Q
body changes in early childhood
A
-weight and height increases
-avg bmi is lower at 5 and 6 than at any other time in life
-children become slimmer as the lower body lengthens
-center of gravity moves from breastbone down to the belly button
4
Q
during each year in early childhood, well-nourished children will
A
gain around 4 1/2 lbs and 3 inches
5
Q
obesity among young children
A
-as family income decreases, obesity increases due to poor nutrition= reduces immunity and increasing illness
6
Q
tooth decay correlates with
A
obesity
7
Q
c section births triple the risk of
A
food allergies
8
Q
by age 2, a childs brain weighs
A
75% of what it will in adult hood
9
Q
by age 6, the brain reaches
A
90% of adult weight
10
Q
from ages 2-6, maturation to the pfc benefits:
A
-sleep: becomes more regular
-emotions become more nuanced and responsive
-temper tantrums decrease or subside
-uncontrollable laughter and tears are less common
11
Q
myelin is
A
a fatty coating the axons that protects and speeds signals between neurons. This helps the network connection between the two hemispheres
12
Q
the brain is divided into two halves called
A
hemispheres
13
Q
the corpus callosum is a
A
long, thick band of axons that myelinates and grows particularly rapidly in early childhood
14
Q
the hemispheres are connected by the
A
corpus callosum
15
Q
preoperational intelligence is Piaget’s
A
second of the four periods of cognitive development
16
Q
preoperational children are no longer limited by
A
their senses and motor abilities
17
Q
preoperational though: ages 2-7 characteristics
A
-children think in symbolic thought: an object or a word can stand for something else, including something out of sight of imagined.
-example: a child might pick up a stick and pretend it is a sword
18
Q
rapid acquisition of vocabulary is a dramatic example of
A
symbolic thought
19
Q
animism (preoperational thinking)
A
the belief that natural objects (sun or clouds) are alive and that nonhuman animals have the same characteristics as the child
20
Q
obstacles to logic (preoperational) (there are 5)
A
centration: young child focuses (centers) on one idea, excluding all others
-ex: dad is a father, but not a brother because that is not his role
egocentrism: young childs tendency to think about the world entirely from their own personal perspective
-ex: gifting his mom a toy he really likes because he believes she will like it too
focus on appearance: ignores all attributes that are not apparent
-ex: a girl given a short haircut may think she is now a boy
static reasoning: young child thinks that nothing changes; whatever is now has always been and always will be
-ex: child cannot imagine his parents as children
irreversibility: thinks that nothing can be undone; a thing cannot be restored to the way it was before a change occured
-ex: knocking down blocks makes the child sad because they think it cant go back to a tower
21
Q
conservation and logic: preoperational
A
conservation is the principle stating that the amount of a substance remains the same when its appearance changes
ex: there are two equal lines of checkers, the adult spaces one line out to make it appear longer. when asked which has more checkers, most children before the age of 6 pick the longer one
22
Q
young children fail to understand conservation because
A
they focus (center) on what they see (appearance), noticing only the immediate (static) condition. They do not realize they could push the checkers closer and make both lines the same length again (irreversibility)
23
Q
examples of lack of reasoning: lying
A
young children, when given a scenario where they were asked if someone doing something bad lies, can only focus on one aspect of the event. for example, if the person stole, but told the truth that he stole, they would still say he lied because they focused on the bad act:
bad acts= lies
good acts= truth
24
Q
limitations of piagets theory
A
age of skill acquisition often younger than Piaget said
alternate explanations for development:
-social interactions and cultural experiences critical to advance development
-children gradually build knowledge, they don’t go through different qualitative stages
25
Vygotsky believed that cognitive development
was embedded in the social context at every age. He stressed that children are curious, observing and thinking about everything they see
26
According to Vygotsky, children seek answers from
a mentor, who might be a teacher, peer, parent, or stranger
27
for children, mentors provide
guidance by:
-presenting challenges
-providing guidance as knowledgeable sources
-offer assistance without taking over
-add crucial information
-encourage motivation
28
Vygotsky believed that all individuals learn within their
zone of proximal development, an intellectual arena in which new ideas and skills that children are close to mastering but cannot demonstrate independently
29
yt example of scaffolding and zone of proximal development
-girl was asked to count the blue pieces of a puzzle, when she counted them on her own, she counted 11 by just touching them.
-her dad (mentor) suggested she count them by separating them from the rest of the colors, she counted 12.
she is able to count accurately how many blue pieces they are with her mentor helping her through the zone of proximal development
30
scaffolding
-temporary support to help children learn
-typically adults, but can be anyone such as peers
Vygotsky says this metaphorical scaffold helps children take the next step within their developmental zone
31
when providing scaffolding, a mentor
does not make the task easier but instead makes the learners job easier by giving the child max support in the beginning stages and then gradually withdrawing this support as the childs mastery of a new skill increases
32
episodic memory
memory based of episodes placed in time
-what i had for lunch today
33
autobiographical memory is a subtype of
episodic memory
34
autobiographical memory
is a memory of personally significant events, placed in time, important for defining oneself
-emerges gradually across preschool years
35
through interactions with others, children learn
-what is important
-how to organize memories
-how to recount experiences (tell the story)
36
childrens theories: theory-theory
children attempt to explain everything they see and hear. they ask questions, develop hypotheses, gather data, draw conclusions
37
theory of mind
-persons theory of what other people might be thinking
-understanding that others can have different thoughts and knowledge
-emergent ability, slow to develop but typically beginning in most children at about age 4
-can be seen when young children try to escape punishment by lying
38
executive function
is a cognitive ability that is developing at age 2 and that continues to improve throughout life
-predicts childs later academic achievement
39
executive function protects adolescents from
-destructive emotional outbursts
-promotes coping skills in adulthood
-forestalls death in old age
40
three aspects of executive function
1. memory
2. inhibition
3. flexibility
41
early childhood is a sensitive period to
master vocabulary, grammar, and pronunciation
42
fast mapping
early preschool year children can pick up context
-can learn after single exposure
-social-pragmatic cues help infer meaning indirectly (eye gaze)
43
fast mapping example
experimenters taught children a novel word (made up word for a color) and asked the 3 year old can inder the meaning of a new word, "chromium," when they were asked to bring the "chromium" tray, not the red one. half of the children added chromium to their lexicon; remembered it 6-10 weeks later, and remembered it in different contexts
44
fast mapping in deaf and hard of hearing children
1. direct reference
2. novel mapping
45
fast mapping in deaf and hard of hearing children- direct reference
explicit teaching- tell children 3 times what novel objects are (cherry pitter, but used a novel, nonsense word), and tested whether or not they know the name
46
fast mapping in deaf and hard of hearing children-novel mapping
have children play with 4 objects, 3 familiar, 1 novel; asked where the familiar objects are, then ask where a cup is (they know what a cup is/looks like), then asked where the "dax" is. children used context to find cherry pitter
47
Do DHH children fast map
yes, more often than not. They are most likely to utilize direct reference plus novel mapping combined
48
Does fast-mapping help DHH learn vocabulary
yes, novel mappers have a larger vocabulary compared to slow word learners and rapid word learners
49
slow word learners lacked
exposure to consistent language input or had other learning problems (DHH children with hearing parents or in speech only schools)
50
Mappers are more likely to be exposed to
consistent language input (DHH children with DHH or effortful signig parents or in simultaneous communication schools)
51
grammar of language
structures, techniques, and rules that communicate meaning
52
overregularization
-application of rules of grammar even when exceptions occur
-makes language seem more "regular" than it actually is
-e.g.: I runned over here
-a change from before, mirroring adults grammar, now trying to make sense of the world on their own
53
pragmatic
-practical use of language, adjusting communication to audience and context
(you speak differently to an adult than you would a baby) young kids are learning this too. e.g. pretend play
-difficult aspect of language
-demonstrated through role playing
54
children do not come into the world knowing grammar, however
they come into the world ready to learn grammar
55
correcting errors in grammar
parents tend to not correct children when they say things wrong, and it doesnt seem to help when parents correct them, because they do not hear the difference
56
does bilingualism confuse children?
no
57
code mixing is
mixing words from two languages in the same sentence
58
are bilingual children more likely to have language delays?
-for vocabulary and common language, yes
-for total conceptual vocabulary across languages, no. they are slightly ahead of monolingual kids
59
bilingual children are slightly more advanced in
-slightly more advanced in theory of mind tasks
-a little better in understanding others perspectives, desires
-enhanced sensitivity to some aspects of communication
-helps with travel, employment, maintaining connection to family, history
60
social-emotional development is the process by which children
become integrated into the larger society and differentiated as distinctive individuals
-how children learn standards, rules, knowledge of society
-how children develop their own unique patterns of feeling, thinking, and behaving
61
emotional competence
understanding, expressing, and regulating one's feelings, and recognizing emotions in others
-essential to mental health and self-control
-low competence predicts a host of problems like aggressiveness and difficulties with peers
62
emotional regulation is
the ability to control expression and experience of emotion
-rudimentary forms early in development
-heavily dependent upon others for help
63
emotional regulation changes in childhood:
-number and duration of emotional outbursts decrease
-heavily influenced by adults (scaffolding) by:
--providing comfort
--labeling emotions
--directing attention toward or away the emotion
64
emerging regulation strategies
behavior strategies: change emotion expression or what is happening "now" via behaviors
-may or may not change feelings inside
metacognitive strategies: changing feelings so that emotion experience is different
-change thoughts and feelings away so that negative emotions go away, changing a goal
65
according to Piaget, can 5-6 y/o's use metacognitive strategies to change their emotions?
no due to static reasoning and irreversibility
66
study suggests that 5-6 year olds (Quas et al.)
-can describe experiences that made them feel mad/sad/afraid (behavioral)
-explain what they did to make the feelings go away (metacognitive)
67
emotions and gender in early childhood
-by age 2 1/2, girls express and talk more about most emotions
-boys display anger and aggression
-girls emotional expressions are more appropriate to the situation
68
why are there gender differences in early childhood? (theories)
bio theories: chromosomes, hormones
cognitive theories: schemas, knowledge
social learning theories
69
cognitive theories of gender differences in early childhood (stages)
stages
-gender "identity": im a girl at age 2
-gender "stability:" girls grow up to be mommies at age 4
-gender "constancy:" i will always be a girl at age 7
children also create schemas and use them as a guide: what girls and boys are/do, and engage in those activities
70
social learning theories
modeling, imitation, rewards
71
welch-ross study
-read 4-8 year olds stories
-tested their memory of the stories
-one group was told the stories with gender consistency, the other was told the story with gender inconsistency
results: those who were told the gender consistent story made less gender-based errors because it followed their schema
72
gender socialization: sources of influence
1. reinforcement/criticism:
-parents: "big boys dont cry"
-peers: criticize boys for feminine behavior
2. modeling/imitation:
-siblings: children with older sisters= more feminine, children with older brothers= more masculine
-children whose moms work outside the home hold less gender stereotypic beliefs and girls have higher career aspirations
73
gender differences: cognition
-classic view: girls are more skilled in verbal tasks, episodic memory; boys are more skilled in numeric, spatial, and mental rotation task
today, SAT scores show that math is higher in boys than in girls, however, girls get consistently higher grades starting early in school. The difference in SAT scores is tiny
74
what happens when parents dont scaffold emotional competence?
-maltreatment
--parents may not help children understand emotional situations, dont model effective regulation strategies resulting in lower emotional competence:
-hyper-sensitivity to others emotional displays
-over-reacting with hostility and aggression
-difficulty understanding others emotions
75
eriksons third developmental stage
initiative vs guilt: initiative includes something new, and depending on what happens after that, children feel proud or guilty
76
intrinsic motivation
arises from within, when people do something for the joy of doing it
-all of eriksons psychosocial needs are intrinsic
77
extrinsic motivation
comes from outside the person, external praise or other reinforcement
78
middle childhood period
6-11 yrs
79
healthy time during middle childhood due to
-immunizations
-less lethal accidents and fatal illnesses
-better health habits
-specialized programs
-improved social health
80
the average child during middle childhood grows
2 inches and gains 5 pounds per year
81
brain development in middle childhood
-maturing corpus callosum enables balance and improved handedness
-myelination speeds up thoughts and behaviors
-developing pfc allows better control processes
82
childhood obesity
-obese children tend to be more depressed and have fewer friends
-increased exercise is important to prevent and decrease weight
-calorically dense snacks can be the cause
-many 6-11 y/o's eat too much, exercise too little
-excessive weight contributes to future health risks, avg. achievement decreases, self-esteem decreases, and loneliness
83
what causes childhood obesity?
genetic influences: dozens of genes affect weight by influencing activity level, hunger, food preference, body type and metabolism
84
parenting practices that increase obesity
infants: no breast feeding and solid foods before 4 months
preschoolers: bedroom tv watching and soda consumption
schoolagers: insufficient sleep, extensive screen time, little active play
85
asthma in middle childhood
asthma is a chronic disorder that makes breathing difficult.
-childs most serious problem related to asthma is frequent absence from school.
-absence impeded learning and friendships
86
hygiene hypothesis
children may be overprotected from viruses and bacteria, especially in modern nations. parents prevent exposure to minor infections, germs and pets that would strengthen the child's immunity, preventing many allergic reactions
87
what Piaget stage are children in in middle childhood
concrete operational thought: Piaget's term for the ability to reason logically about direct experiences and perceptions
88
classification of concrete operational thought
logical principle that things can be organized into groups (or categories) according to some characteristic they have in common
89
classification: class inclusion
what gets included at a given level of a category
90
concrete operation thought: seriation
things can be arranged in a series, crucial for understanding the number sequence
91
cognition in middle childhood: Vygotsky
education occurs everywhere and knowledge is acquired from social context
-instruction is essential
-guiding each child through the zone of proximal development is crucial
92
cognition and Vygotsky: study of reading and math ability in school-aged children found that
high scoring children had had 3 sources of cognitive stimulation:
their families: parents read to them daily
preschool programs: variety of learning
first grade: emphasis on literacy, individuals
--most important roles of teachers is to help children to focus
93
benefits of physical activity
-improves physical, emotional, and mental health
-academic achievement improved due to better cerebral blood flow and more neurotransmitters; better mood and energy
94
children can benefit from exercise in their
neighborhoods, schools, and sports leagues
95
problems with accessibility to exercise
-finding play places may be difficult
-modern life challenges neighborhood play
-indoor activities often replace outdoor play
-economic barriers may limit participation in league and club activities
-time for school activities and recess in reduced in many schools
96
knowledge base
a body of knowledge in a particular area that makes it easier to master new information in that area
-factors influencing knowledge base:
--experience
--current opportunity
--personal motivation
97
information-processing perspective
thinking like a computer
-select relevant units of information
-analyze and connect
-express conclusions
98
sensory memory
component of the information processing system in which incoming stimulus information is stored for a split second to allow it to be precessed (sensory register).
99
working memory
component of the information processing system in which current, conscious mental activity occurs (short-term memory)
100
long term memory
component of the information system in which virtually limitless amounts of information can be stored indefinitely
101
memory
-working memory improved gradualy markedly through processing
-culture differences are evident
-information from working memory is transferred to long term memory
-memory storage expands over childhood, but important for retrieval
102
flynn effect
each gen scores higher than their predecessor
-we've learned how to classify the world intellectually
-cognitive revolution: explosive growth in abstract thinking= does well on iq tests
-iq tests measure the ability to adapt
103
multiple intelligences: Gardner
each associated with a region of the brain
104
during middle childhood, children
drive for independence from parents expands the social world
105
self-concept in middle childhood
ideas about self that include intelligence, personality, abilities, gender, and ethnic background
106
middle childhood vs parents
relationship with parents is still crucial in this stage, extremely influential and still the primary attachment figures
107
11-12 year olds still say they prefer a ___ over ____ in anxiety-provoking situations
parent over peer
108
changes in attachment in middle childhood
-move from proximity to availability (prefer calling parent rather than them being physically close at all times)
-move from problem-solver to resource (parents no longer solve problem directly)
109
social comparison in middle childhood
involves tendency to assess one's abilities, achievements, social status, and other attributes by measuring the against those of other people, especially peers
-children value the abilities they have and become more realistic
-recognition of prejudice and affirming pride in gender and background increases.
-self-concept becomes influenced by opinion of others, materialism, and superficial attributes
110
goals of middle childhood: erikson
industry vs inferiority
111
industry vs inferiority
tension between productivity and incompetence
-attempt to master culturally valued skills and develop a sense of themselves as either industrious or inferior, competent or incompetent
112
psychological maturation in middle childhood
-responsibility to perform specific chores
-manage a weekly allowance and activities
-complete homework
-attempt to conform to peers
-express preferences for after-school hours
-accept some responsibility for pets, younger children
-strive for independence from parents
113
cultural variation in middle childhood
-other cultures have different norms for competence and responsibilities (chores and household tasks are distributive)
-as a result, it does not lend the same "crisis" as it does in US households, where we do not usually let toddlers or children have these responsibilities
-not a crisis, just something one does
114
culture and self-esteem in middle childhood
-cultures and families differ in which attitudes and accomplishments they value
-emerging self-perception benefits academic and social competence
-it is important to not praise the end result, but the process and the effort. if you make them feel like effort doesnt matter if they fail, they wont want to try. This is an incremental versus entity concept of growth
115
incremental versus entity concept of growth- Dweck
growth mindset video predicts positive growth in children
116
traditional research findings suggest unrealistically high and unrealistically low self-esteem
-reduces effortful control= the amount you push yourself to be better
-may lead to lower achievement and increased aggression
-the goal is calibration
117
resilience
capacity to adapt well to significant adversity and to overcome serious stress
-resilience is dynamic-time in which someone is resilient depends, a positive adaptation to stress- needs to be something that is healthy and helps you get through
-adversity must be significant (not an everyday type of stressor
118
cumulative stress
-stress accumulates over time
-daily hassles can be more detrimental than isolated major stress
-social context is imperative: child soldiers, homeless children, separation after natural disaster
119
factors contributing to resilience
-childs interpretation of events (if they even see the event, etc)
-support of family and community
-personal strengths such a creativity and intelligence
-avoidance of parentification
120
parentification
when a child acts more like a parent than a child. this may occur if the actual parents do not act as caregivers, making a child feel responsible for the family
121
shared and nonshared environments
-genes affect half of more of the variance for almost every trait
-influence of shared environment shrinks with age
-effect of nonshared environment increases
122
family structure vs family function
-family structure is the legal and genetic relationships among relatives living in the same home (who lives with you)
-family function is the way a family works to meet the needs of its members; functions is more important than structure, but harder to measure
123
single parent family
more than half of US children will live ina single-parent home for at least a year
124
extended family structure
family consisting of parents, their children, and other relatives living in one household
125
polygamous family structure
family consisting of one man, several wives and the biological children of all wives
126
family function: during middle childhood, families help children by
-providing basic material necessities
-encouraging learning
-helping them develop self-respect
-nurturing friendships
-fostering harmony and stability
127
children and stability
-children value safety and stability
-stability is difficult in military families. caregivers are discouraged from making other changes in their life
128
divorce: cherlin findings
-US culture is conflicted; marriage and personal freedom are simultaneously wanted
-divorce allows adults personal freedom, but can have negative impacts on children
-children are harmed by divorce, cohabitation, and single and step parenthood due to lack of stability
129
function of nuclear families
-generally function best
-on avg, we see better educational, social, cognitive, and behavioral child outcomes
-mate selection and income related to nuclear families and child well-being
-a lot of this is dependent on the success of parents relationship-parental alliance
-all of this can have positive effects that extend beyond childhood
130
other two parent families functioning
-adoptive and same-sex parent families: typically function well, often better than avg nuclear families
-stepparent families: some function well, stability is a challenge and parental alliance is harder to form
-skipped generation: generally lower income, more health problems, less stability
-single parents: on avg, functions less well, lower income and stability, increased stress, but benefit from community support
131
what are the two factors that increase the likelihood of dysfunction in every structure, ethnic group, and nation
-low income or poverty
-high conflict
many families experience both
132
Poverty: Family-stress model
any risk factor damages a family only if it increases the stress on that family
-adults' stressful reaction to poverty is crucial in determining the effect on the children
-basically, poverty only truly affects the children if the adults in their life are emotionally burdended by it
-wealth: generally more income correlates with better family function
133
family trouble: conflict
family conflicts harms children, especially when adults fight ABOUT children
-fights are more common in stepfamilies, divorced families and extended families
-although genes have some effect, conflict itself is often the main influence on the childs wellbeing
134
peer group in middle childhood: culture of children
-particular habits, styles, and values that reflect the set of rules and rituals that characterize children as distinct from adult society
-fashion, language, peer culture
135
friendship and social acceptance in mid. childhood
-friendships become important because of social cognition and effortful control advance
-school-age children value personal friendship more than peer acceptance.
136
gender differences in friendships
-girls talk more and share secrets
-boys play more active games
137
children at this age have expectations of their friends
-demand more of their friends
-change friends less often
-become more upset when a friendship ends
-find it harder to make new friends
-seek friends who share their interests and values
138
popular children
particular qualities that make a child liked or disliked depends on culture, cohort, and sometimes the local region or school
-US children tend to favor outgoing, friendly, cooperative, well-liked, dominant, aggressive
139
unpopular children tropes:
1. neglected, not rejected: neglected by peers, but not actively rejected (ignored but not shunned)
2. aggressive-rejected children: disliked by peers because of antagonistic, confrontational behavior
3. withdrawn-rejected children: disliked by peers because of their timid, withdrawn, and anxious behavior
140
bullying
repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person
141
bully-victim
-someone who attacks others and who is attacked as well
-also called a provocative victim because he or she does things that elicit bullying, such as stealing a bully's pencil
142
successful efforts to eliminate bullying
-the whole school must be involved, not just the identified bullies
-intervention is more effective in the earlier grades
-evaluation of results is critical
143
children's moral values
children are able to:
-make moral judgments
-differentiate universal principles from conventional norms
144
influences on moral development
peer culture, personal experience, empathy
145
heinz dilemma
links to Kohlberg's level of moral thought
146
the heinz dilemma showed Kohlberg's levels of moral thought
preconventional moral reasoning: rewards and punishments (he'll benefit from this to be with his wife)
conventional moral reasoning: social rules (if everyone does what they want, society will collapse)
postconventional moral reasoning: moral principles (lives are more important than compensation)
147
criticisms of Kohlberg
pros: child's use of intellectual abilities to justify moral actions was correct
cons: culture and gender ignored; differences between child and adult morality not addressed
148
3 common values among 6-11 y/o's
-protect your friends
-don't tell adults what is happening
-don't be too different from your peers
149
physical development in adolescence is greatly dependent on
puberty, although changes begin well before visible markers, first visible signs of puberty in girls is 10-11 and 11-12 in boys
-hypothalamus signals pituitary gland to release hormones
-age 8-9 in girls, 9-10 in boys
150
tanner stages
the stages in which the physical endpoints are used to determine what stage of puberty one is in (stage 1-5)
151
predictors of puberty onset: menarche
1. genetics: differences in age of menarche
-identical twins get their period within 2.2 months
-sisters: 12.9 months apart
-unrelated girls: 18.6 months
2. where you live and in what time you live
-consistent decline from the 1800s (from 17 on avg to 11 in some countries today)
-3rd world countries are still declining
152
stress and puberty
chronic stress leads to earlier onset puberty; stress doesn't need to be severe. even mild stress adds up:
-socially rejected
-unstable home
-change in family structure
-poverty
-death of a family member
153
weight and obesity: puberty
being underweight delays pubertal onset; being overweight predicts earlier puberty onset in girls
154
Kaplowitz; girls, BMI, and Tanner
girls who were age 6 and had already moved on to Tanner stage 2 had a very high BMI
155
for girls, early maturation is
overall bad:
-increases self-consciousness, depression
-increased risk-taking
-greater risk for teen pregnancy
-poorer academic outcomes
156
why is early maturation bad for girls?
-not fitting in with peers
-sexual attention before psychologically ready
-lack of knowledge: no knowledge about what is happening to you that you don't understand
157
for boys, early maturation is
somewhat negative TODAY, (although historically it was thought to be a positive thing):
-shown to be more aggressive
-poor academic performance
-increased risk taking (alcohol, drugs)
158
why is early maturation bad for boys?
-increased attention: not sexual attention, but moreso what society believes you are able to partake in
-increased expectations of maturity
159
What happens in girls when they mature later?
short term: negative effects such as anxiety
long term: no effects (sometimes hints at positive effects)
160
What happens in boys when they mature later?
some negative effects:
-lower self concepts
-increased anxiety, depression
161
"on time" pubertal onset is critical
at a time of heightened awareness of and attention to social relationships
162
reactions to puberty
-97% of schools report providing basic information
-often in middle school, separate by gender, content highly variable
163
benefits to exposing children to puberty
-reduces negative reactions, fears
-increases post-puberty adjutment
164
Stubbs: Reactions to puberty
looking at 587 white girls, found that kids who were more knowledgeable about menarche were:
-less stressed at onset puberty
-reported to have more positive feelings about their
this also found that knowing the biology was less important than the emotional response and the pragmatics
165
cognitive changes equally dramatic (through less salient visually)
PFC: most "advanced" part of the brain, continues to develop across adolescence
-responsible for abstract thinking and analysis
-behavioral control
-rich connections to other regions develop over time
166
Piaget's final stage is: formal operations
-begins around age 12
-abstract thought, hypothetical reasoning
-deductive reasoning
167
age-related findings across four studies of deductive reasoning abilities
deductive reasoning abilities increase with age; hits plateu at around age 16
168
if adolescents can think like adults around age 16, why do they make such bad decisions?
adolescents are all about context. cognition is there, but they are not very good at stopping making these decisions
169
Adolescents: cognition
-reward part of brain (excitement, pleasure) responds more strongly and quickly than inhibition part
-impulse control part of brain is not fully developed
-combination leads to high risk behavior, especially in situations where decisions are made quickly
170
risky behaviors (high stakes computer game)
studied between adolescents, youths, and adults
-asked participants whether they would engage in risky behavior (e.g. running a red light) when alone vs with friends
-adolescents are taking the highest risk when their friends are watching out of youths and adults
-found that even mice fall into the peer effect
