1st of 3 forms of thought

truth is indepenent of ones frame of referance

Ideas that are familar are accpeted as ligitament other wise they are regected.

Black/white, right wrong

2nd of 3

awareness of more than one frame of reference

compare ideas,knows that facts or just interpretaions tha make snse wihthin some frome of reference

developes dialectical reasoning

learning becomes personally relevent

outter directed -peer pressure is why the teen used drugs meida view

Whole = sum of parts

 learning is teacher directed and passive

Direct effects model

development is addative

directly affected by external causes

experiances lead to S-->R behavhiors

Whole is diffrent from sum of part, parts do not have inherent meaning

move aoart chages meaning

Emergence new qualities develop

Active learning S-->O--->R develpment is a process of change

grand desgin soul

you are what you will become from birth oeredtermined goas and factors

evironement may limit potential

matartuaional model will aquire behaviors when ready

adolescents daily lives are influenced by five overlapping systems, which can affect each other

microsystem: family school church peers job

mesosystem:involes interactions of several microstems ie peers and church, parents and school

exosystem:context of community- parents workplace, libraries, cinics,heighborhood transprtaion

macrosystem:underlying soical and poltical environment that impacts upon, ie laws about education, avaiablity of

achieving mature realtion with peers

developoing masculine/feminine soical roles

coming to terms with ones body

emotional independence from

preparing for marriage and family

preparing to support self

develping a set of values

acheving socially responsible behavior

 Environmental theroist Mechanistic- Social cognitive theroy

inner processes

learning occurs though obervation, environment influances behavior and behavior chagnes envrionment

organismic theoriest

 human activity is meaning making

development is cumulative process of differentiation our sense of me form not me

Environmental (mechanistic)theroies

behavior is learned through use of reinforments and not controlled by motives or intentions

Orgnismic- personality development

pyschoanalytic

ID- Primary process thinking primitive Pleasue prinicple, " i want it and I want it now"uncon.

Ego- Basic directive Reality principalgoa same as IF but with a diffrent frame of referance, thinks about consequneces, Secondary process thinking

 ego streanth-tolerating frustraions and delay gratifications con. & uncon.

Super Ego- Perfection principle how should I act, values standards developes with resolving oedipus comxoext  con and uncon. right and wrong

Organismic theroist

stages: senosory motor Preop.,concrrete op,Formal Op

internalized acitons experiences are mentally internalized

learn by doing

organismic- peronaltiy development buit on Frueds

stage theory at each stage is a crises resolving it moves to the next stage crisis is based on response to soicial demands

personality develpment is the piviatol crisis in adolecnes

Organismic- influenced by Frued

highlights gender diffrences- oyschological differences in make up of females and males

girls develop by relating to mother boys however must seprate from mother and develp through sepraiton and individuation

Organismic ethic of care

notes diffrence in male/female development & ways they reslove issues

Males see  thmeselves as seprate from others

Females  discribe themselves in thero of relaionships iwth others

mirrors Kolbergs.

Level1 caring for self (survial) actions guided by self preservaion like K. does not consider other's needs conflict is absent

Level2 careing for others (goodness)sees caring for self is selfish ant at odds with respoinibly for othes internalizes soical conventions

Level3 self and others (Truth) reeamines responsiblities exercise own judgment can be resonsible for self and others

Moral reasoning- organismic model

moral reaosning is prompted by need to resolve conflict

3 levels, 2 stages in each level

Preconventional rewards and punishment no internalized standards (children) goal to satify needs w/o punishment

Conventional commuity standards internalzied soical stanards , good boy/nice girl, law and order

Post conventional thinking is guided by selfderived principles- soical contranct adol. needs to be exposed to other sets of values

Id statuses- way of exploring opitons for life- Id achievemnet which is the resolution of psychosocial crisis of identity by exploring life options and committing to it

4 statuses

Acheived, Forclosed, Diffuised and Moratorium

8 forms of intielligence

defined intelligence in terms of ones ability to sole probems, has multiple intelligences made up of diffrent capacities;

inellectual functioning is in components, or processes that operate on informaion

metacomponents: oversees and regualtes dectes problems make plans deploys other components

performance components:storage and retrival 

knowlege-acuisiton components aquire new informaiton as needed

Father of Adolecent Psy- Vitalistic

Phylogenetic develpemnt predetermined

adol. metaphrically born twice 1st as a member of the naimal kingdom (slefish basic needs) 2nd as member o civilized species (happend during adolescents)

STORM & STRESS

Cultural theory

Stressfull and non stressful cultures.

all cultures there is a basic transion into adulthood some expericance stress others do not

rearing practices is what determeined stress,

continuious-child is continually prepared for audlthood less stress (indian boy given arrows to play with helps him to transion in to an adult hunter)

Discontinious is not given that type instrution must go through "training program to aquire skills-stressfull

3 types of cultures

Post figurative past represents future stable tradion oriented, countinuous instrucitn, mindless learning, Adults a viable role model

Configurative middle gorud immigrants children cant look to parent b/cthey are new to evnironment so children look to peers who have been in that environment

Prefigurative US rapid change discontinuious learning, past is not a reliable predictor of future

pioneer of intelligence testing proposed a statstical defintion

genteral reasoing ability, (g)

ablity to take in information and generalize it

IQ is the best measure of (g)

3rd or 3 forms of thought

making commitments "leap of faith"

ego streangth is under developed

they internalize values

are hedonistic pleasuer seeking

reward/punshiment orianted

transiont to school is diffiuclt

ego streanth develops out of fear /punshiment learn to delay gratification b/c of this

internalize values for same reason

values are intramental (survial)

school transtion pos.

need to achived for conditonal acceptance

have an intrinsic self worth

high ego streanth, interanlize values to fit in become a part of "we"

want to do whats rtand are personally responsible for actions

transiton to school realativly smooth child resatalizes to teacher.

Motivatinal orientations for SAT. OV, UV

WHY they act they way the do.

Sat has to mk a transition, goal is self governance and desat.

UV is to earn status and approval

OV behaviors are frm self intrest, are hedonistic.