social development in adolescence

Question 1

what are the 3 major characteristics of social development?

Answer 1

growth, differentiation, synthesis

Question 2

develop new skills/concepts, experience new emotions, function in larger social and personal domains =

Answer 2

growth

Question 3

range of activities/behaviours/skills/social contacts expand and change, differences between individuals become larger, own unique developmental trajectories =

Answer 3

differentiation

Question 4

need to synthesise all newness in a coherent approach to the world =

Answer 4

synthesis

Question 5

what are the central goals of adolescent development?

Answer 5

be autonomous and emotionally regulated, sense of self-identity, form close relationships with both same and other sex peers

Question 6

what are the 5 domains in which adolescent development occurs?

Answer 6

social environment, puberty, family, peer group, self

Question 7

we can’t understand social development without understanding parallels in what?

Answer 7

cognitive and emotional development

Question 8

according to this theory, human development is sequenced according to an evolutionary timeline. what theory is this?

Answer 8

storm and stress

Question 9

according to Hull, ______ recapitulates _______ in human development

Answer 9

ontogeny, phylogeny

Question 10

the evolutionary growth and development of a species =

Answer 10

phylogeny

Question 11

the personal growth of an individual being from conception =

Answer 11

ontogeny

Question 12

give an example of how ancestral characters are preserved in an organisms development

Answer 12

both chick and human embryos have a stage where they have slits and arches in their necks > identical to gill slits and arches in fish > supports that chicks and humans share a common ancestor with fish

Question 13

idea that from conception we start as one cell and develop into a fully grown human. is this development ontogeny or phylogeny?

Answer 13

ontogeny

Question 14

according to Hull, human development proceeds from animal like to ______________

Answer 14

higher order functioning

Question 15

what does Hull believe leads to inevitable storm and stress during adolescence?

Answer 15

recapitulation occurs as a result of more primitive areas of the brain (cortical regions) maturing before ones that appear more recently in our evolutionary history

Question 16

given proper education and environment, _______ can suppress _______ during the adolescent period

Answer 16

ontogeny, phylogeny

Question 17

what is Hull’s overall idea?

Answer 17

we move from animal like behaviours/thinking abilities to higher order ones (thus recapitulating phylogeny)

Question 18

what are some of the criticisms of Hull’s account for storm and stress?

Answer 18

actual occurrence has been exaggerated, majority of teens don’t experience storm and stress, studies of family relations and changes of emotion over time don’t support that adolescence is a universally difficult period, because it is expected parents overanalyse their teens behaviours and emotions, stressful for some but not for all

Question 19

behaviour results from interactions between a person and their environment = what and who’s theory?

Answer 19

Lewin’s Field theory

Question 20

what does B = F (P,E) mean?

Answer 20

behaviour (B) is a function (F) of an interaction between a person (P) and their environment (E)

Question 21

combination of all factors that influence behaviour at any time =

Answer 21

life space

Question 22

what can different factors be divided up into?

Answer 22

different life space regions

Question 23

regions are separated by permeable boundaries that respond to what?

Answer 23

individual characteristics, needs, perceptions of the environment

Question 24

number of regions =

Answer 24

complexity of the individual

Question 25

permeability of boundaries =

Answer 25

degree that different regions interact/talk to each other

Question 26

what happens when a region is activated?

Answer 26

puts the region under tension which alters boundary paths, valences (emotions) and goals of the particular region

Question 27

give examples of some regions of the environment?

Answer 27

home, family, religion, abstract concepts

Question 28

are boundaries separate or can they overlap?

Answer 28

they can do both

Question 29

regions within the linespace have _______ or _______ properties and ________ or _______ valences

Answer 29

attracting, repulsive, positive, negative

Question 30

movement towards or away from a valences region =

Answer 30

locomotion

Question 31

what does Lewin's theory suggest happens when conflicts arise?

Answer 31

different goals compete for locomotion, when goals carry both + and - valences

Question 32

what happens in the life space as a person ages?

Answer 32

more regions, boundaries between regions become less permeable

Question 33

how is change in the linespace characterised in adolescence?

Answer 33

increased locomotion from one region to another

Question 34

why do adolescents show increased locomotion?

Answer 34

widening of the lifespace > new cognitively unstructured situations > in between being a child and an adult

Question 35

what are the effects of shifting in locomotion into unknown regions?

Answer 35

behavioural uncertainty occurs, emotional instability and sensitivity, prone to imbalances in behaviour

Question 36

what does Lewis argue to be the 2 key changes in teen years?

Answer 36

locomotion toward cognitively unstructured regions, familiar regions change (physical = growth/puberty, relationships with family/friends)

Question 37

difficult period of transitioning from a child to adult group membership =

Answer 37

social locomotion

Question 38

what are the effects of social locomotion?

Answer 38

feel confused in intermediate phase, don't belong to either group completely

Question 39

what do time allocation patterns of teens provide insight into?

Answer 39

individual value systems and life goals

Question 40

what are the criticisms with Lewis's field theory and concept of life space?

Answer 40

very subjective, can't be tested well, how are different regions defined? very complex

Question 41

in adolescence, what may their time allocation reflect?

Answer 41

their social-cognitive development

Question 42

race and ethnic background are associated with?

Answer 42

different time allocation to various activities

Question 43

what is time allocation of teens in different races/ethnic backgrounds dependent on?

Answer 43

country, culture, SES

Question 44

it has been shown that unless leisure is optimally arousing it is perceived as?

Answer 44

boredom

Question 45

what is leisure boredom found in rural youth associated with?

Answer 45

substance use and deliquency

Question 46

what did Vazsony find in his countries time allocation study?

Answer 46

most teens spend most time on their own than interacting with people, Hungarian teens spend more time with family, dutch teens spend more time in solitary activities