Term
| What sets puberty in motion generally at about 7-8 years of age? |
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Definition
| the pituitary gland signals a child's adrenal gland to step up its production of androgen (aka adrenarche). |
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Term
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Definition
| Hypothalamus/Pituitary + Adrenal) axis |
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Term
| what are some of the effects of the HPA Axis on the body and behavior of androgens produced by the adrenal glands? |
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Definition
Helps regulate sleep, growth, stress, appetite, and sexual interest. The
adrenal gland also produces adrenal androgens which behaves similar to testosterone |
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Term
| How do these effects differ for boys and girls (of the HPA axis) |
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Definition
Androgens stimulate muscle and bone growth spurt in girls, acne, body hair, increased sexual interest.
Adrenarche leads to earlier growth spurt in girls than in boys.
Androgens have little effects on boys presumably because they already have a large amount of testosterone in their blood stream (their growth spurt is due mainly to other hormones). |
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Term
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Definition
| (Hypothalamus/Pituitary + Gonad) axis |
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Term
| what is the main effect of the gonadotrophic hormones that are secreted during puberty? (associated with HPG) |
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Definition
Gonadotrophic hormones bring about development of primary (growth of testes and penis in males and ovaries, vagina, and uterus in females)
and secondary sex characteristics (breast development, change in voice, beard growth, growth of body hair)
(full sexual maturation).
HPG system resets during puberty and pituitary secretes vast amounts of gonadotrophic hormones - (testosterone and estradiol
HPA & HPG axes work from birth (pituitary releases general growth hormone & thyroid stimulating hormone & gonads release sex hormones) |
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Term
| Hormones can change the brain’s circadian rhythms, leading to an impact on adolescent sleep patterns – describe these changes and their implications for adolescent mood, concentration & schoolwork. |
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Definition
During puberty, the SCN (structure in the brain that controls circadian rhythms) releases more melatonin (substance that prompts humans to sleep) later in the days than either children or adults.
As a result teens tend to stay up later in the night, and have more difficulty getting up in the morning. This change contradicts the fact that schools start early in the morning.
With adolescents not getting enough sleep the result is: difficulty staying awake in class, impaired concentration, interferes with the ability to consolidate new information into memory |
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Term
| What is delayed sleep phase syndrome (DSPS) and how does it affect high school students? How does it affect college students? |
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Definition
A disturbance of circadian rhythm.
SCN resets itself to conform to habitual behavior. That is for adolescents, they cant fall asleep until really late, and their natural awakening time is around noon. College students with DSPS sleep through alarms, miss morning classes, and fall asleep in afternoon classes. For high school students, they are forced to wake up by their parents, not allowing their bodies to do what they want. As a result they struggle in their morning classes, get sleepier at the day goes on making afternoon classes even more problematic than the earlier classes. |
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Term
| What are some ways to break the cycle in DSPS? |
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Definition
DSPS can be reversed if teenagers avoid social activities between midnight and 3 am, and gradually move back their bedtimes.
-ex: bedtime is at 3 am, start going to bed at 2:30, once habitual, go to bed at 2, then 1:30 etc. until you receive the desired amount of sleep time.
-can also try taking a melatonin supplement an hour or so before the desired bed time |
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Term
| Describe female and male physical growth patterns |
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Definition
| Boys start their growth spurt later (~2 yrs) and continue longer. They catch up to girls by age 13/14 and then continue to grow after. Bone development ends earlier for girls: reach their adult height by 16 vs boys by late teens early 20’s. |
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Term
| Why some girls enter puberty really early |
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Definition
| stress may cause overactive HPA & earlier adrenarche |
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Term
| Describe average differences between boys and girls in the development of muscles and fat during the transition to puberty. |
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Definition
-Both boys and girls see an increase in strength (muscle fibers) during adolescence but increase is much greater in boys. Seems to be largely a result of hormonal differences but exercise patterns and fitness may also play a role.
-From birth girls have slightly more fat than boys do, and this difference become greater as they go through childhood and adolescence.
c. During teenage years the heart and lungs increase considerably in size, and the heart rate drops. (more marked in boys: making boys capacity for sustained physical effort greater than girls).
d. Before age 12 girls and boys have similar endurance limits, although even at these earlier ages, when there is a difference it is usually because boys have greater endurance because of their lower levels of body fat.
e. After puberty boys have a clear advantage in endurance as well as in size, strength and speed. |
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Term
| What is menarche and when does it tend to occur in the process of sexual maturation |
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Definition
| First menstruation. Typically occurs 2 yrs. After the beginning of other visible changes and succeeded only by the final stages of breast ad pubic hair development. |
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Term
| What is the secular trend in the age of menarche, and what is the general explanation for its occurrence? |
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Definition
Drop in age of menarche from 17 (1840) to 12 (1940’s) in the U.S.
-Caused by significant changes in lifestyle and diet (increase intake in protein and fat) which resulted in an increase in the proportion of body fat in females. **body must be 17% fat to trigger menarche |
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Term
| What evidence from impoverished children in North Korea supports a nutritional explanation for the secular trend in menarche? |
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Definition
| girls who experience early puberty AND score high on the Big Five personality trait are more likely to become sexually active to early bloomers w.o. this trait. |
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Term
| What are the apparent short-term consequences of early sexual maturation in boys? and Late |
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Definition
b. boys: spermache first sperm ejaculation occurs between 13 and 14 yrs old but the production of viable sperm does not happen until a few months after the first ejaculation.
-very early AND late, more likey to have depressions,
AHEAD: occupy leadership roles, and are more academically and economically successful in adulthood, substance abuse, sexually active (especially if the parents allow). |
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Term
What Matters:
Group 1: Genes, Pregnancy & First Two Years |
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Definition
1) Physically healthy: avoid teratogens; regular doctor visits; shots; diet (non-allergenic)
2) Cognitively competent: avoid teratogens; general stimulation; talk to child; reading to child; rhymes;
3) Socially competent: build secure attachment; sensitive; a few unfamiliar
4) Emotionally healthy: secure attachment; attentive & loving |
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Term
What Matters:
Group 2: Early Childhood (2 to 5 years) |
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Definition
5) Physically healthy: dynamic systems (movement); crafts for finger strength; fundamental movements
6) Cognitively competent: reading aloud (phon awareness); pretend play; mental state words; general stimulation
7) Socially competent: interacting at home and have some preschool; teachers should explain & mediate;
inductive discipline
8) Emotionally healthy: secure attachment; independent in preschool; praise efforts; help delayed dev. |
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Term
| Group 3: Middle Childhood (6 to 11 years) |
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Definition
9) Physically healthy: lifetime physical activities; healthy diet; exercise; P.E.; sports that use a number of movement skills; try varied sports
10) Cognitively competent: encourage learning through scaffolding; study habits; problem solving (around house; Piaget’s tasks); encourage vocab by talking at a higher level
11) Understanding of self and others: understand different points of view; encourage play with opposite sex; school programs for self esteem
12) Socially competent: strong friendships; self regulation; authoritative parenting & discipline techniques; offering appropriate praise |
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Term
| Group 4: Adolescence (12 to 18 years) |
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Definition
13) Physically healthy: good nutrition; balanced diet; sex ed; physically active; avoid drugs etc
14) Cognitively competent: encouraging discussion of religion, politics; encourage listening but also forming your own opinion; promote more advanced moral reasoning; support academic achievement
15) Socially competent: promote extracurriculars; let them make own decisions; educate about bullying how to avoid; promote close friendships; allow get-togethers
16) Morally competent (in thought and action): don’t lie, cheat & steal by inductive discipline and help them internalize standards of right and wrong; try to get them to avoid exciting but risky friends |
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Term
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Definition
| substances, such as viruses and drugs that can cause birth defects/ substances that cause damage to an embryo or fetus/causes deviations in prenatal development. |
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Term
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Definition
a span of months or years duering which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence.
Ex: the period from 6 to 12 months may be a sensitive period for the formation of parent-infant attachment. |
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Term
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Definition
| the process of synapse development/occurs rapidly in the in the cortex during the first few years after birth, resulting in a quadrupling of the overall weight of the brain by age NOT smooth and continuous, occurs in spurts. |
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Term
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Definition
| follows synaptogenesis, process in which unnecessary pathways and connections are eliminated. |
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Term
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Definition
| the process of developing sheaths that cover axons and insulate them from another electrically thereby improving their conductivity. |
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Term
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Definition
| the process of using a scheme to make sense of an event or experience. (baby who grass a toy is assimilating it into his grasping scheme) |
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Term
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Definition
| changing a scheme as a result of new information. (when a baby grasps a square object for the first time he will accommodate his grasping scheme so that the next time he reaches for a square object, his hand will be more appropriately bent to grasp it.) |
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Term
| Zone of proximal development (Vygotsky) |
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Definition
| the set of tasks that are too hard for the child to do alone but that can be managed with guidance or “scaffolding” |
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Term
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Definition
| (the immediate context) includes those variables to which people are exposed directly, such as their families, schools, religious institutions, and neighborhoods. |
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Term
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Definition
| -(socioeconomic context)- includes the institutions of the culture that affect the children’s development indirectly. (For ex. Funding for education exists in the socioeconomic context.) |
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Term
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Definition
| pattern of attachment in which an infant readily separates from the parent, seeks proximity when stressed, and uses the parent as a safe base for exploration. |
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Term
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Definition
| -simple two word sentences that usually include a noun and a verb. (Babies first sentences-short, generally a couple of words and a very simple): mommy sock, Daddy tie. |
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Term
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Definition
the simplified, high pitched speech used by adults with infants and young children.
-in doing this they often repeat a lot “where is the ball? Do you see the ball? There is the ball!” also repeats child’s sentences but in slightly longer, more grammatically correct forms. |
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Term
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Definition
a decline in attention that occurs because a stimulus has become familiar, getting used to a stimulus.
-researchers present baby with a particular stimulus and repeatedly show it to them over and over until the baby is no longer interested and is very familiar with the stimulus then the researcher presents the baby with another variation of the same stimulus and the baby reacts to it as if it was new(dishabituation). |
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Term
| social referencing (infancy) |
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Definition
an infants use of others’ facial expressions as a guide to his or her own emotions.
-if mommy’s face looks scared, the baby might be scared, if he looks to mommy when being introduced to a stranger and mommy looks happy and not scared the baby won’t be scared and will feel more comfortable. |
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Term
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Definition
| attachment of regular inflections to irregular words, such as the substitution of goed for went. He goed to the store. He hurted me. Other words include wented, blowed, sittted, theeths, bockses. |
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Term
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Definition
-the degree to which an infant’s temperament is adaptable to his or her environment and vice versa.
-ex: if parents of an irritable baby boy and good at tolerating his irritability and persist in establishing a synchronous relationship with him then his irritability doesn’t lead to the development of an insecure attachment. |
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Term
| Secondary circular reaction |
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Definition
| repetitive actions in sub-stage 3 of the sensorimotor period, orientated around external objects/baby becomes more aware of events outside her body and makes them happen again in a kind of trial and error learning/repeating some action in order to trigger a reaction outside of her own body. Ex: baby coo’s and mom smiles, so the baby coos again to get mom to smile again. |
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Term
| Fundamental movement skills |
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Definition
-basic patterns of movement that underlies gross motor skills such as running.
Ex: holding the trunk of the body aat the correct angle, swinging the arms, synchronizing arm and leg movements, placing the support foot on the ground at the correct angle, bending the knee at the correct and when the support foot contacts the ground and so on. (description of running) |
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Term
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Definition
| a set of ideas constructed by a child or adult to describe, explain and make predictions about other people’s knowledge and behavior based on inferences about their mental state. |
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Term
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Definition
a young child’s belief that everyone sees and experiences things in the same way that he or she does.
-does not suggest that the child is self-centered it means that she assumes that everyone sees the world as she does. For ex. When riding in the back seat of a car, a 3 or 4 yr old may say “look at that mom” not realizing mom can’t see the object that shes talking about. Think of radio when talking on the phone and he holds the phone up to the pants then says “do you like these coach?!”
Kids don’t realize that others do not see what they see when they see, or HOW they see it. |
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Term
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Definition
the ability to categorically ink new words to real-world referents.
Ex: fast mapping should allow a child who has learned the world table to acquire the word chair more rapidly than a child who is unfamiliar with the word table. |
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Term
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Definition
| the phenomenon of avergage IQ scores increasing in every racial group throughout the industrialized world during the 19th and 20th centuries. |
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Term
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Definition
| childrens understanding of the sound patterns of the language they are acquiring and the knowledge of that language’s system for representing sounds with letters. |
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Term
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Definition
| the understanding that gender is not a component of self and that it Is not altered by external appearance. Just because a boy has long hair does not mean he is a girl. Just because a girl wears boy clothes does not change the fact that she is a girl. |
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Term
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Definition
| an information processing approach to gender concept development tat asserts that people use a schema for each gender to process information about themselves and others. I am a girl so I should play with this, you are a boy so you cannot play with dolls, and you should play with that truck over there. |
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Term
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Definition
| the belief in one’s capacity to cause an intended event to occur or to perform a task. (one’s rating of themselves and their ability to complete a task) |
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Term
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Definition
| a global evaluation of one’s own worth. (self esteem is based on what’s important to them, if beauty is important to them and someone tells them they are ugly they will have low self esteem). |
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Term
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Definition
| aggression aimed at damaging another person’s self esteem or peer relationships. Mostly in girls, takes place w/ ostracism, threats, gossip, facial expressions of disdain. |
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Term
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Definition
| the ability to recall information from long-term memory without using short-term memory. |
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Term
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Definition
| in Kohlberg’s theory, the level of moral reasoning in which judgments are based on the rules or norms of a group to which the person belongs. |
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Term
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Definition
| in Marcia’s theory, theidentity status achieved by a person who has been through a crisis and has reached a commitment to ideological, occupational or other goals. |
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Term
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Definition
| a discipline strategy in which parents explain to children why a punished behavior is wrong. |
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Term
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Definition
| knowledge about how the mind thinks and the ability to control and reflect on one’s own thought processes. |
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Term
| What are the apparent short-term consequences of early sexual maturation in girls? late sexual maturation? |
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Definition
. in girls: overweight is both a cause an a consequence of early secondary sex characteristic development because the hormonal changes that trigger the appearance of these characteristics also signal the body’s weight regulation mechanisms to increase fat stores.
-show consistently more negative body images, thinking they are too fat, more likely to get in trouble at home and school, more likely to be sexually active, and more likely to be depressed than late developers, substance abuse (early)
-girls who experience early puberty AND score high on the Big Five personality trait are more likely to become sexually active to early bloomers w.o. this trait. |
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Term
| What are the most important variables moderating the effect of pubertal timing on adolescent behavior and how do they appear to be involved? |
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Definition
Parenting moderates the effects of pubertal timing such that early maturing boys and girls are more likely to be sexually active and use drugs if their parents are permissive.
Most important to moderating effects of pubertal timing is the social context I which the adolescent experiences puberty. If child does not experience puberty as expected with regard to the social context they are involved in, it can cause the person to lose self-esteem (think of a sport such as gymnastics where they typically experience menarche at a later age). |
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Term
| How much do sexually active teens appear to know about physiology, reproduction and contraceptive use? |
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Definition
| They know remarkably little about physiology, reproduction, and contraceptive use which is why developmentalists and public health advocates say that there is a need for more effective sex education programs |
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Term
| . Describe abstinence and abstinence-based approaches to sex education; what is the major difference between these approaches and comprehensive programs? |
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Definition
-Abstinence only: focus on equipping teens with social, cognitive and communication skills needed to resist the temptation to engage in sex. ONLY TALKS ABOUT ABSTINENCE AND STRATEGIES FOR AVOIDING SEX. DOES NOT TALK ABOUT REPRODUCTION AND STDS ETC.
-Abstinence based programs: provide teens with information about reproduction, contraception and STD prevention. ADDS EDUCATION
-Comprehensive programs: include sexual refusal skills as well but their primary emphasis is on prevention of STD’s and pregnancy. A LITTLE LESS EMPHASIS ON ABSTINENCE. MORE FOCUSED ON STD’S and PREVENTING PREGNANCY.
** Research on program suggest that abstinence and comprehensive programs should not be thought of in terms of in either or terms, sex education programs need to encourage abstinence while at the same time educating about sex, reproduction and protection. ** |
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Term
| What did a randomized controlled trial study of abstinence-only programs given at age 10-12 and reveal about the effects of the program on the rate of sexual intercourse at age 14, and the rate of condom use by sexually active teens? (the Mathematica 2007 study) |
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Definition
| The abstinence-only and control groups were equally likely to have had intercourse and there was no difference in contraceptive use. Take home message: Did not confirm the worst fears about abstinence programs (no condom use) nor did it support the best hopes (teens would abstain). |
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Term
| How is the age of the teen related to the rate of teenage pregnancy and what social-environmental factors seem to put teens at greatest risk for getting pregnant? |
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Definition
Teen pregnancy is far more frequent among older adolescents, and is far more likely to happen after a girl leaves high school.
-Coming from poorer familes, single-parent families, families with uneducated parents, if parents were sexually active at young age and had a child at young age
-teenagers w/ good communication with parents were less likely to become pregnant |
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Term
| Describe the typical developmental profile by which teens appear to recognize they have a gay, lesbian or bisexual orientation and come out? What factors (including genes, hormone exposure, and the social environment) appear to be most influential? (although scientific knowledge is quite limited) |
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Definition
one percent of teens say they classify themselves as exclusively gay, 7 percent are unsure.
-strong case that homosexuality is genetic or biological
-may be environmental, mothers who took prenatal drug DES which contains a synthetic estrogen during pregnancy were more likely to have a homosexual child in adulthood. GENES SEEM TO BE MOST INFLUENTIAL: w. environmental triggers.
Process of realizing gayness: gradual process, some researchers think that it begins in middle childhood, most have fantasies in adolescents but don’t fully accept it until early adulthood. |
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Term
| What environmental factors are associated with sensation seeking in teens, and what are the risks of sensation seeking? |
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Definition
sensation seeking: a desire to experience increased levels of arousal such as those that accompany fast driving or the highs associated with a drug.
- STD’s and other health threats.
-environmental factors: teens try to gain peer acceptance and establish autonomy w. respect to parents and other authority figures.
-permissive parenting contributes as well
-involvement in extracurricular activities-especially where popularity is important=more likely to engage in risky behavior.
*** it is because of lack of maturity in the prefrontal cortex and other brain structures** |
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Term
| What changes predispose the teenage brain to sensation seeking? |
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Definition
it is because of lack of maturity in the prefrontal cortex and other brain structures
there is a system in the brain that is a reward system, pleasure system (limbic) after puberty that rewards system becomes less sensitive and dies out a bit so the positive things that used to please you aren’t as satisfying so you say that you NEED MORE, so teenagers seek more because they get bored a lot, therefore, if there isn’t anything stimulating them and giving them a sense of excitement they turn to drug and alcohol used. |
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Term
| What is the overall pattern of synaptogenesis and pruning in the teenage brain (by age, and by area of the brain)? |
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Definition
early in development there is a spurt where there a bunch more synapses created, then later there is another spurt in adolescants and then there is a gradual pruning process (pruning) that is specific to certain areas in the brain, mostly frontal areas therefore you don’t reach full functioning in these areas until last- this takes a number of year possibly until the 20’s.
Pruning continues and gray matter thins by 0.7% per year, tapering off in the 20's |
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Term
| . What is the age trend for myelination (white matter) and what is the end result of pruning and myelination in terms of the teenage brain’s information processing capabilities? |
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Definition
White matter thickens gradually, into the early 20’s for the frontal lobe & corpus callosum (slide End result: fewer but much faster connections in adolescence (more complex cognition)
-white matter means that myelin has thickened. The signals that are going from one end of the brain to another by way of the axons therefore they can communicate with the brain faster. Myelination again is a gradual process. |
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Term
| . Describe the evidence from the study by Yurgelun-Todd indicating that teens may respond more to fearful faces with primitive emotional centers of the brain as opposed to the prefrontal cortex. |
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Definition
| -showed fearful faces vs. sad and happy faces. Teens were good at identifying all types of faces except fearful. They were measuring them with fmri and the teens brains were responding with the more primitivie and less developed parts of the brains, the adults with the more mature parts. Teenagers are unable to use the more cautious and well thought out parts of the brain so they make more harsh actions |
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Term
| . Describe the evidence from the study by Segalowitz et al. (2004) that teens’ brains take a while to reach fully mature processing of behavioral errors. What implications does this have for teens’ risks of accidents in outdoor sports or driving? |
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Definition
| -they wanted to catch teenagers just at the moment when they make a mistake. They knew that there was a brain center that monitors when you’re making a mistake or not right before u make an error, right before the person makes a mistake the monitor makes a dip right before the mistake is made (this is more so with adults) with ten year old, the dip barely happens and when it does it happens closer to when the mistake is made. Older teens-once at age 17-brains respond more like the adults. This may influence risky driving in teenagers because they are not able to catch themselves as quickly and then not make the mistake, therefore, should the driving rate be lowered. |
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Term
| What is the trend in drug use (such as marijuana and alcohol) over the past few decades ? |
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Definition
there is actually a decline in drug use in this generation as more teenagers are understanding the negative effects and the risks of drug usage however, drug usage is still a problem.
-drug use is less prevalent than alcohol. |
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Term
| According to the lecture and textbook (p. 404) there are both biological and environmental risks for teen drinking and drug use. Describe these risks. |
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Definition
adolescants brain requires more drugs to experience a high thereby heightenening the risk of immediate adverse responses and long temr dependence on these drugs.
-once addicted they may lose the ability to judge the value of nondrug rewards such as rades because of the effects of these substances on the prefrontal cortex.
-many youth today don’t use tobacco because they believe that it will effect how they are perceived by the opposite sex.
-very likely to get addicted to nicotine
-by drinking you’d add damages to the frontal lobe which isn’t all that developed yet anyway.
Environmental: both sets of parents smoke, the kids don’t smoke, the kids have kids and one of their kids smoke. This isn’t because their parents smoke but because she hung out with a peer group that smoked. |
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Term
| What are the risk factors for anorexia? and bulimia What kinds of treatments seem to be effective for these two eating disorders? (bulimia as well) |
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Definition
-a discrepancy between persons internal image of a desirable body and the perception of their own body usually the result of distorted thinking, emphasis on thinness as a characteristic of an attractive woman via media sources, as a society’s general standard of living improves, advertising
intense fear of gaining weight along with an obsession with exercising.
-weight loss eventually produces a variety of physical symptoms associated w/ starvation: sleep disturbance, cessation of menstruation, insensitivity to pain, loss of hair on the head, low blood pressure, cardiovascular probs and reduced body temperature.
-TREATMENT. Anorexia: get individual to gain weight. Admitted to a hospital. Fed a controlled diet, given rewards for small weight gains. Bulimia: Behavior modification programs, cognitive behavioral therapy to modify eating habits and abnormal thinking. |
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Term
| What factors seem to increase the risk of depression in adolescence? |
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Definition
children growing up with depressed parent, any combination of stresses (parents, divorce, death of relative, fathers loss of job, a move, change of school, lack of sleep)
-dsyfunction in the pituitary gland. |
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Term
| What kinds of arguments and disagreements are most common between teens and parents? |
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Definition
- everyday issues such as chores or personal rights and certain privileges, such as dating, and also about the amount of parental supervision.
Ex: whether the teen should be allowed to wear bizarre hairstyles or whther they should be required to do chores. |
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Term
| In most cases peer pressure (contrary to one prevalent myth) is most likely toward what types of activities? |
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Definition
| -positive activities such as school involvement and away from misconduct. |
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Term
| Toward the end of adolescence, how do cliques and crowds change |
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Definition
| Mutual friendships and dating pairs are more central to social interactions that cliques and crowds. |
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Term
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Definition
| a young child’s tendency to think of the world in terms of one variable at a time |
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Term
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Definition
information-processing skills that involve devising and carrying out strategies for remembering and solving problems (pg. 327)… function in the frontal lobe
(inhibition and planning) |
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Term
| hypothetico-deductive reasoning |
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Definition
| the ability to derive conclusions from hypothetical premises |
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Term
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Definition
| child and parent both contribute to child’s regulation. Both regulate behavior and both are responsible |
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Term
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Definition
| the process of drawing conclusions about the self based on comparisons to others…plays an integral role in the degree to which children gain insight into their own self-efficacy from observing peers |
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Term
| experience-dependent brain development |
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Definition
| synapses are formed and pruned out as a result of unique experiences for each person. Many aspects of perceptual development operate this way (e.g. speech perception) |
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Term
| experience-expectant brain development |
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Definition
| brain evolved to expect certain experiences to occur for all members of a species. Allows rapid development of basic functions (vision, hearing, etc.) through pruning. These can be described as critical periods. |
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Term
WHAT MATTERS TO PROF MANIS?
Adolescence (12 to 18 years) |
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Definition
“the answer is blowin’ in the wind” (Bob Dylan)
a. Keep doing 2a and 3d-e and 4b-g (better late than never; children are resilient).
b. Be sensitive to & supportive of your child’s changes in early adolescence.
c. Talk to your teen about sex, drugs & alcohol & share your own experiences.
d. Find "teachable moments"; share your values and show them in your actions.
e. Monitor & support friendships and social activities (harder when they drive!).
f. Help your teen pursue structured, challenging activities but also relaxation.
g. In later adolescence, help your child become independent…but s/he may bounce back! |
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Term
| WHAT MATTERS TO MANIS? Middle Childhood |
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Definition
(6 years to 11 years) (“I get by with a little help from my friends”) (Beatles)
a. Keep doing 2a-b (share/talk about books, movies, music) and 3d-e (experiences; authoritative).
b. Encourage physical activity/sports and find one or two your child enjoys most.
c. Try to identify & gently encourage your child’s gifts; don’t sacrifice self esteem.
d. Allow as much independence as she/he can handle (leaving kindergarten story).
e. Don’t denigrate or try to change personality characteristics–try to channel them.
f. Help your child find good friends and positive peer groups with which to associate.
g. Push for early identification & intervention for learning disabilities, ADHD, depression, anxiety. |
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Term
| What Matters to Manis: Early childhood (2 yrs to 5 yrs) |
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Definition
- child's mind is an "extraordinary machine" (Fiona Apple)
a. keep doing 2a-2c (responsive, sensitive, promote curiosity, establish routines, promote autonomy).
b. Encourage varied physical activities to build fundamental movement skills.
c. Find a high-quality, developmentally oriented daycare/preschool by age 3-4.
d. Expose your child to a variety of experiences, but be responsive to his/her interest.
e. Use authoritative parenting & other positive techniques to foster self regulation. |
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Term
| What matters to MANIS: First 2 years |
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Definition
(this is the easiest period; “all you need is love” (Beatles) )
a. Be responsive and sensitive (key to secure attachment & self regulation).
b. Promote curiosity: talk to your baby, look at books, encourage exploration.
c. Establish routines (scripts) & simple rules of behavior, but promote autonomy. |
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Term
| WHAT MATTERS TO MANIS: Genes, prenatal, environment |
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Definition
a. Genetically healthy partner - genes have a way of getting transmitted
b. Environment: social support and economic stability – families don’t function in a vacuum
c. Healthy practices during pregnancy |
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Term
| How is cheating behavior in a realistic experimental situation related to the stage of moral thinking of the individual? What factors other than moral thinking seem to affect the likelihood of cheating or other immoral actions? |
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Definition
| The higher your stage of moral development the less likely you’ll cheat- (cheating is still there though) if you’re stage one or two you’re most likely going to cheat. The factors that affect whether you’ll cheat are can you get away with it, are your friends doing it, etc. (situation and moral levels) |
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Term
| 18. How has data from other cultures modified Kohlberg’s claim that the stages of moral development are universal in human societies? |
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Definition
| Kohlberg claimed that the stages were universal so when ppl went to check this out in different cultures. Village cultures where everyone knows each other, they were at stage 3(doing something because its expected of them) but in larger cultures where the government is largely present tend to be at stage 4. Therefore, it is not universal it depends on moral and societal expectations etc. (maybe the first two stages are universal). |
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Term
| How is cognitive development (i.e., concrete and formal operations) related to level of moral thinking? What specific kinds of experiences in families or schools seem to promote advances in moral reasoning? |
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Definition
-Cognitive development: if u have concrete operations that helps you to get to stage 3 or 4, therefore you need concrete operations as a basis for level 2 and social system contrast.
-formal operations the more abstract logical thinking goes more with the last, more complex thinking, thinking about laws, democracy and laws being changed.
-it isn’t just cognitive level alone, you need to have chances to reason with your family, and dilemmas and problems that your parents have with you and you need to hear your families opinions and opportunities within your peers. Ex: if kids are involved in school with some sort of justice system that helps them get to higher stages. Less than 10 percent of adults get to the higher levels. |
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Term
| How strong is the evidence for sex differences in moral reasoning (i.e., Gilligan’s theory)? |
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Definition
- women by socialization within the culture makes girls focus on how can I help and care for this person in a moral dilemma,
boys would focus more on moral rights etc. After testing this they found that there really isn’t much of a sex difference, that if you set up a dilemma where it is moral, both males and females would respond in this way, where as if u set up a caring dilemma both men and women would do the same. caring dilemma would kind of bring out a care identity etc. |
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Term
| What kinds of arguments and disagreements are most common between teens and parents? |
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Definition
everyday issues such as chores or personal rights and certain privileges, such as dating, and also about the amount of parental supervision.
Ex: whether the teen should be allowed to wear bizarre hairstyles or whther they should be required to do chores. |
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Term
| A teenager’s sense of well being or happiness is most strongly related to which aspect of social relationships with parents or peers? |
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Definition
| -surprisingly teenagers sense of wellbeing and happiness is more related to closeness and attachment to their parents than their peer groups. Ex. If there is more conflict at home the child is more likely to be sad than their begin conflict in friends. |
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Term
| Describe developmental changes in friendship stability from middle childhood to adolescence and how teens’ behavior toward friends might be responsible for this pattern of development. |
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Definition
kids believethat kids should be loyal and as kids get older there is more emphasis on friendships, if you lose a friend when you’re younger you don’t care as much whereas if you have conflict in adolescence and highschool you’d be more upset about it.
MORESO: Friendships are more stable because teens work harder to maintain positive relationships with friends through negotiation of conflict. Teens often whose friends who are committed to the same activities as they are. |
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Term
| How strong is the evidence for sex differences in moral reasoning (i.e., Gilligan’s theory)? |
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Definition
- women by socialization within the culture makes girls focus on how can I help and care for this person in a moral dilemma,
boys would focus more on moral rights etc. After testing this they found that there really isn’t much of a sex difference, that if you set up a dilemma where it is moral, both males and females would respond in this way, where as if u set up a caring dilemma both men and women would do the same.
-caring dilemma would kind of bring out a care identity etc. |
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Term
| . A teenager’s sense of well being or happiness is most strongly related to which aspect of social relationships with parents or peers? |
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Definition
| -surprisingly teenagers sense of wellbeing and happiness is more related to closeness and attachment to their parents than their peer groups. Ex. If there is more conflict at home the child is more likely to be sad than their begin conflict in friends. |
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Term
| Explain how cliques and crowds seem to help teens make a transition from same-sex friendships to opposite sex friendships and romantic relationships. |
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Definition
-middle childhood-isolated same sex cliques.
-Early adolescence- there are separate cliques with mixed genders but in them the boys and girls are in cliques within. but the cliques do not mix.
-Middle Adolescance-boys and girls start hanging out together as one clique within one clique
-Late adolescence-boys and girls in closer relationships with each other, therefore (BG, BG,BG)Moreso in pairs, and couples etc. (more romantic) |
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Term
| What psychological variable (in addition to sexual interest) appears to help teens move from same-sex to opposite-sex friendships and romantic relat |
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Definition
ionships? (B & B)
-mainly in social competence, kids who have a better relationship with all types are more likely to involve in an opposite sex friendship or romantic relationships. |
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Term
| How does the development of homosexual romantic relationships differ from the pattern of development in heterosexual relationships? What types of relationships often precede same-sex romantic relationships? |
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Definition
| -heterosexual relationships precede homosexual relationships. The person will be denying their homosexuality because of their parents and society etc. Some individuals are bisexual and switch back and forth. Late in teens and after high school that ppl begin to form this. |
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