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Development of Adolescence > FINAL > Flashcards

FINAL Flashcards

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1
Q

What is cognitive development?

A

Cognitive development refers to how thinking processes change with age and experience.

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2
Q

How does puberty impact cognitive development?

A

Puberty enhances mental efficiency, problem-solving, and information processing, enabling new abilities like critical thinking and metacognition.

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3
Q

What are William James’ two aspects of the self?

A

The ‘I’ (experiencing self) and the ‘Me’ (observing self, a collection of beliefs about oneself).

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4
Q

Who was Jean Piaget?

A

A developmental psychologist known for his theory of cognitive development.

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5
Q

What are Piaget’s stages of cognitive development?

A

1) Sensorimotor (0-2) - Object permanence
2) Preoperational (2-7) - Symbolic function
3) Concrete Operations (7-11) - Conservation, theory of mind
4) Formal Operations (11+) - Abstract reasoning
5) Post-Formal Thinking (21+) - Dialectical thought

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6
Q

What is assimilation in cognitive development?

A

Fitting new information into existing knowledge structures (schemas).

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7
Q

What is accommodation in cognitive development?

A

Changing existing schemas in response to new information.

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8
Q

What is the competence-performance gap?

A

The difference between what a person is capable of doing (competence) and what they actually do (performance).

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9
Q

What are two types of adolescent egocentrism?

A

1) Imaginary Audience – Belief that others are constantly watching/judging.
2) Personal Fable – Belief in one’s uniqueness or invulnerability.

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10
Q

What is executive function?

A

Cognitive processes that regulate thoughts and actions, including working memory, inhibition, and cognitive flexibility.

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11
Q

What are heuristics?

A

Cognitive shortcuts or ‘rules of thumb’ that simplify decision-making.

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12
Q

What is Vygotsky’s Zone of Proximal Development?

A

The range of tasks a learner can perform with guidance but not yet independently.

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13
Q

What are the three components of Sternberg’s Triarchic Theory of Intelligence?

A

1) Analytical intelligence (problem-solving)
2) Creative intelligence (innovation)
3) Practical intelligence (adaptability).

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14
Q

What is Howard Gardner’s Theory of Multiple Intelligences?

A

A model suggesting intelligence has multiple independent types, including linguistic, logical-mathematical, musical, spatial, and interpersonal intelligences.

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15
Q

What is the difference between self-concept and self-esteem?

A
  • Self-concept: How we see ourselves; organized thoughts, ideas, and
    perceptions about ourselves.
  • Self-esteem: How we feel about our self-concept; positive or negative
    evaluations of ourselves. Includes baseline (“I feel”) and barometric (“I
    felt”) self-esteem.
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16
Q

How does self-concept develop from birth to adolescence?

A
  1. Birth: Unclear if newborns understand separation from the world.
  2. 0-1 y/o: React differently to self vs. others’ images.
  3. 2 y/o: Recognize self in mirrors.
  4. Preschool: Concrete descriptions (age, gender, preferences).
  5. Adolescence: Complex, abstract descriptions (psychological traits,
    higher-order concepts).
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17
Q

What are the four key changes in adolescent self-descriptions?

A
  1. Complexity: More traits (positive/negative), inner exploration.
  2. Differentiation: Sensitivity to external/internal state interactions.
  3. Abstraction: Higher-order generalizations (e.g., “I’m tolerant”).
  4. Integration: Resolving contradictions (e.g., “marrying opposites”).
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18
Q

What are “possible selves” in adolescence?

A
  • Future-oriented selves teens might become under different circumstances.
  • Helps with planning, priorities, and self-regulation.
  • Balance: Dreaming big vs. being realistic.
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19
Q

What are the top predictors of self-esteem in teens?

A
  1. Physical appearance/attractiveness.
  2. Peer social acceptance (classmates > close friends).
  3. Academic/athletic abilities (if valued by the teen)
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20
Q

What is Erikson’s psychosocial crisis for adolescence?

A
  • Stage: Identity vs. Role Confusion (ages 12-20).
  • Goal: Develop a coherent identity (occupation, beliefs, relationships).
  • Failure: Confusion about adult roles (“place in the world”).
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21
Q

What are Marcia’s four identity statuses?

A
  1. Achievement: Explored + committed (balanced, successful).
  2. Foreclosure: Committed without exploration (rigid, authoritarian).
  3. Moratorium: Exploring, uncommitted (open-minded but anxious).
  4. Diffusion: No exploration/commitment (apathetic, at-risk)
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22
Q

What are Kohlberg’s three levels of moral reasoning?

A
  1. Preconventional: Punishment/reward focus (children).
  2. Conventional: Social approval/law focus (teens/adults).
  3. Postconventional: Universal ethics (few adults).
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23
Q

What is the superego’s role in morality?

A
  1. Internalized moral standards from parents/society.
  2. Enforces via guilt (ego ideal = “should do,” conscience = “shouldn’t do”).
  3. Criticism: Harsh parenting increases misbehavior, not guilt
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24
Q

What is moral identity, and why does it matter?

A
  • Belief that morality is central to self-concept.
  • Stronger identity → more moral actions (to avoid self-discrepancy pain).
  • Developed through moral exemplars/community engagement
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25
How does parenting style influence moral development?
- Induction (authoritative): Explains effects on others → mature morality. - Power assertion (authoritarian): Punishment → less internalization. - Love withdrawal: Threatens affection → mixed outcomes
26
What are Phinney’s stages of ethnocultural identity?
- Unexamined: Foreclosure/diffusion (no awareness). - Exploration: Moratorium (active cultural engagement). - Achievement: Secure, confident group membership.
27
What are Berry’s four strategies for minority cultures?
1. Assimilation (adopt majority culture). 2. Marginalization (reject both). 3. Separation (reject majority culture). 4. Integration (biculturalism): Best mental health outcomes
28
MHAA
Mental Health and Addictions
29
Externalizing problems
Difficulties turned outward, e.g., aggression, delinquency; more common in boys; linked to undercontrol and testosterone.
30
Internalizing problems
Difficulties turned inward, e.g., depression, anxiety, PTSD; more common in girls; linked to overcontrol and estrogen.
31
Comorbidity
When 2+ mental health problems co-occur due to shared risk factors (e.g., depression + substance use).
32
Transdiagnostic factor
A shared risk/protective factor that contributes to multiple mental disorders (not disorder-specific).
33
Categorical approach
Psychopathology is defined by distinct diagnoses (DSM/ICD); results in high comorbidity.
34
Dimensional approach
Psychopathology is measured on a spectrum (trait-based); used in transdiagnostic models.
35
Emotion Regulation (ER)
Ability to manage emotional states; predicted by secure attachment; linked to future mental health outcomes.
36
Acute stress
A short-term stress response to sudden threat.
37
Chronic stress
Ongoing stress (e.g., poverty); a transdiagnostic factor affecting brain and mental health.
38
HPA Axis
Stress response system involving cortisol; interacts with HPG axis.
39
HPG Axis
Hormone regulation system affecting puberty; interacts with HPA.
40
Problem-focused coping
Active coping strategy (more common in boys); solving the source of stress.
41
Emotion-focused coping
Coping strategy focused on emotional response (more common in girls).
42
Delinquency
Law-breaking behavior in youth; includes index crimes and status offenses.
43
Adolescence-limited offenders
Delinquent during adolescence only; typically due to low parental monitoring.
44
Life-course persistent offenders
Continue delinquency long-term; linked to early life risk factors (e.g., impulsivity, poor parenting).
45
Extremism & radicalization
Adolescents join extremist groups for belonging; predicted by antisocial behavior, conduct problems.
46
Pill epistemology
Model of knowledge online leading to extremism: awakening → becoming → behaving → communicating.
47
Instrumental substance use
Using drugs to achieve a goal (e.g., sleep, pain relief).
48
Recreational substance use
Using drugs for pleasure or experience.
49
Drug dependence
Craving and tolerance to a substance; often leads to withdrawal symptoms.
50
Drug withdrawal
Physical/mental symptoms when stopping a substance; perpetuates addiction cycle.
51
THC
Psychoactive cannabinoid in marijuana; linked to psychotic symptoms and cognitive impairment.
52
CBD
Non-psychoactive cannabinoid; may reduce effects of THC and offer therapeutic benefits.
53
Cannabis potency over time
THC levels have increased dramatically; higher potency linked to greater mental health risks.
54
Teen cannabis use
Early and chronic use linked to psychosis, brain changes, and cognitive issues.
55
Anorexia nervosa
Starvation to avoid weight gain; associated with highest mortality among mental disorders.
56
Bulimia
Cycle of binge eating and purging; leads to health complications.
57
Depression
A mental illness linked to negative emotion, stress; associated with suicide risk in youth.
58
Suicide risk factors
Depression, hopelessness, bullying, previous attempts, problem-solving deficits.
59
5Cs of positive youth development
Competence, Confidence, Character, Connection, Caring (→ Contributions).
60
Hope
Belief in possibility of a better life; includes pathways and agency thinking.
61
Pathways thinking
Ability to see multiple ways to reach goals.
62
Agency thinking
Motivation to pursue goals even when facing obstacles.
63
Upward hope spiral
Progress leads to more motivation and engagement.
64
Downward hope spiral
Lack of progress reduces motivation and effort.
65
Modern Schools
Schools are social institutions that shape generations to fit societal ideals; differ in resources, peer groups, goals, and safety.
66
Comprehensive Education
Education model that tracks students based on ability and future economic role (e.g., university prep vs vocational).
67
Progressive Education
Alternative model prioritizing equality and citizenship; students of different backgrounds study together.
68
Pros of Large Schools
More resources, specialized courses, extracurriculars, school spirit.
69
Cons of Large Schools
Less personal attention, higher dropout rates, alienation, lower grades/test achievement.
70
Ideal School Size
Research supports 400–1000 students, smaller sizes better for low SES backgrounds.
71
Class Size vs School Size
Smaller class sizes help children; little effect for teens; better to invest in small group learning.
72
Performance Orientation
Focus on competitive success; grades as proof of ability.
73
Mastery Orientation
Focus on learning, improvement, and task mastery.
74
School Climate
The overall learning atmosphere; includes discipline, student-teacher relationships, and engagement.
75
Positive School Climate
Promotes better achievement, behavior, and mental health; similar to authoritative parenting.
76
School Membership
Student’s sense of connection and commitment to school; linked to better grades and health.
77
Private School Benefits
Higher average achievement and university attendance; possibly less prepared for independence.
78
Gifted Students
Typically IQ 130+; may be in enriched programs or AP/IB classes.
79
Students with Disabilities
May be mainstreamed or in special classes; includes physical, cognitive, or developmental challenges.
80
Teacher Efficacy
Belief in one's teaching ability; high efficacy improves student outcomes and relationships.
81
Teacher Expectations
Can impact student achievement; often influenced by stereotypes or student appearance.
82
Authoritative Teachers
Balance of high expectations and support; like authoritative parenting.
83
Mentor
Non-parent adult offering support, guidance, and modeling; improves teen outcomes.
84
Social Capital
Network of relationships aiding in success; mentors/parents can provide it.
85
Extracurricular Activities
Voluntary school-supported activities; linked to better academic and emotional outcomes.
86
Benefits of Extracurriculars
Increased engagement, grades, self-esteem, and reduced delinquency.
87
After-School Time
Unstructured time can be risky; safer neighborhoods lessen risks.
88
After-School Programs
Provide safe alternatives; associated with improved mood, behavior, and self-esteem.
89
Teen Employment
70%+ of Canadian teens work; jobs often low-skill and repetitive.
90
Impacts of Work
Moderate work (under 15 hrs/week) can be beneficial; heavy work linked to lower grades and higher stress.
91
Post-Secondary Attendance
75% of Canadian teens attend; higher for urban, immigrant, high SES families.
92
Forgotten Half
25% of teens who don’t attend post-secondary; face early career decisions.
93
Apprenticeships
Combine school and job training; more common/formal in Europe than Canada.
94
School-to-Work Pathways
BC, AVC, SCF, and HSF pathways based on post-secondary and employment success.
95
Career Choice
Heavily influenced by parents, self-concept, and social values.
96
Dropping Out
Declining rates; still linked to poorer employment outcomes; influenced by SES, academics, and school climate.

Development of Adolescence (3 decks)

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