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60 Cards in this Set
- Front
- Back
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What is adolescence? |
- a transition from childhood to adulthood - a period of changes in multiple domains - a period when an individual differenciates i missed the rest, ask someone |
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what is precotious puberty? |
the age of puberty is starting younger and younger each generation |
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when is adolescence typically? |
begins when puberty begins and ends with the social transition to adulthood |
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but what other factors do we need to consider? |
- biological age - chronological age - social age |
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Why has the period of adolescence become longer across generation? |
because the age of puberty is decreasing, and the age of social transition to the adultworld is increasing (partly because of longer schooling) |
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what is an example of biological age |
menarche - when girls get their period for the first time, it can range from 10 to 15, but it is all still considered typical development diff biological age |
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what are the three subperiods of adolescence identified in psychology? |
- early adolescence (11 - 12 for girls, 13-14 for boys) - mid adolescence ( 15 - 17) - late adolescence ( 17 +) |
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talk about 7 characteristics of emotions in adolescence: |
- they experience a greater frequency and intensity of negative emotions - they experience less positive emotions - they start to comprehend and experience mixed emotions - they become more moody (more variable emotions on a day to day basis) - they are a lot better at masking their emotions - they can use emotions to manipulate others - they are alot more aware of the distinction between themself and other people |
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What is one quote used to refer to adolescence? |
starting the engines without a skilled driver |
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why is this quote appropriate? |
because adolescence are experiencing development in many domains of life but they dont yet have the skills to know what to do or how to cope with those changes |
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what is the Dual Systems Perspective? |
We have two different systems in the brain that develop at different times |
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What are these two systems ? |
- socioemotional system - cognitive control system |
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what areas of the brain are involved in the socioemotional system? |
the amydgala |
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When is the peak of this system's development? |
early adolescent changes peak at ages 14 to 16 |
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What neurotransmitters are involved in this system? |
- dopamine - oxytocin |
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What does dopamine do? |
involved in rewards |
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what does oxytocin do? |
feelings of socialness and being attached to other people |
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what is the system involved in? |
- risk preference and - risk perception during the teen years, they are more likely to prefer risk, and they are also less likely to accurately perceive the dangers of the risks that they take - sensation seeking - attention to rewards |
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the cognitive control system includes what brain region? |
the prefrontal cortex |
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when is this brain region fully mature? and what is the course of the devleopment like? |
25 years of age it develops gradually and linearly |
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what behaviours is the cognitive control system involved in? |
- impulse control - future orientation - avoiding costs - resisting peer pressure |
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what is the developmental course of the socioemotional system? |
it develops very rapidly at first, peaks at age 15, and then it starts to decline whereas the cognitive control system develops gradually over the course of adolescence |
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Draw a picture to show the development of these two systems y axis - relativ strength x axis - age (years) |
yayy |
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What does the immaturatiy gap refer to? |
the lack of connection between the two systems at some point in development, the socioemotional system is high and teh cognitive control system has not finished developing yet |
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describe a study that shows the daily emotional lives of adolescents |
teens are given a beeper, each time it beeps during the day the are required to self report their emotions and experience in the questionnaire (study by Larson and colleagues) |
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what were the results in terms of the emotional events that they experienced over time? |
from grade 5 to 9 the negative events that the tennagers experienced increased for positive events, there was a slight increase but not really |
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what were the trends in emotional experiences for the parents? |
parents also showed this trend of increase in negative events over time, but they experienced less positive and negative events in general compared to the teens this shows that when someone in your family is going through a rough time this will also affect the other members in the family to some degree |
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what was the trends over time in the experiences of positive and negative emotions for guys and girls |
between grades 1 to 13, girls will begin with neutral emotion, it will go down to negative and then come back to neutral between grades 1 to 13, boys will begin with neutral emotion, it will go down to negative emotions, up to positive emotions, and then back to neutral |
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What is the self- concept? |
how one perceives oneself |
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what are the two sources of information that contribute to the self concept that you have? |
- direct appraisals (abstracted from your own experiences ex: you know you are an introvert because you like to spend time by yourself) - reflected appraisals (result from how we think others think of us) |
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which of these two appraisals becomes most important in adolescence? |
reflected appraisals |
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What two things are related to self-concept? |
- perspective taking - imaginary audience |
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What is perspective taking? |
Ability to think about how others think and feel in different situations perspective taking becomes much better in adoelscence |
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what is imaginary audience? |
you imagine that other people or observing and jdudging you more often than they actually are |
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what two things lead to the imaginary audience phenomenon and increased self consciousness? draw the boxes and arrows |
- seperation / individuation (adolescents start to sepearte from their parents, and question who they are) - adolescents begin to understand that other people have the capacities to make jdugements about them (perspective taking) |
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when do self conscious emotions occur? |
when you adhere to or fail to adhere to the stanrdards rules and goals in that situation |
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what is one important thing that can influence the experience of self-conscious emotions in teenagers |
acceptance or rejection by peers |
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describe a study that looked at self conscious emotions in adolescents |
they got teenage girls to come into the lab, they got a baseline measure of their arousal and physiological state and then the experimenter came in and said that he wanted them all to do a speech with no preparation their reactions were observed for eachcomponent of emotion - physiological arousal: looked at heart rate - subjective feelings - expression (coded observeres) |
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what did they find in this study? |
that there were two different cluster patterns of responses the first group showed and felt more self conscious emotions but they had less arousal the second group showed higher arousal but less subejctive or expressions of self conscious emotions |
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what are these two groups called? |
- experience expressive group - experience aroused group |
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what was each group associated with? |
the experience expressive group was associated with greater difficulty regulating their emotions the experience aroused group was associated with less trait shame, less depressive and less social anxiety symptoms |
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what is the relationship between shame and anxiety? |
shame is a very painful experience and so you can begin to have stress and anticipation of future shameful situations which would elicit anxiety and overtime anxiety and shame become closely linked |
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what is the idea behind developmental psychopathology? |
you need to be able to understand typcial development so that you can understand atypical development you cant study one without the other |
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describe the results of a study that looked at shame and guilt on later depression, anger and aggression |
they found that high levels of shame was related to high levels of depression, anger, and aggression they found that low levels of guilt was related to high levels of aggression (because if you dont feel guilty for doing something bad like aggression you are more likely to do it) |
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what does multifinality mean? |
one thing can have multiple outcomes ex: shame can result in many different outcomes |
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what does secondary appraisal refer to when talking about self conscious emotions? |
what are the options and prospects for coping with the emotion? ex: can i cope with this situation, can i manage it? did i play a role in creating this situation? |
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review slide 22 .. i missed this |
according to these researchers they beleive that the seocndary emotions... |
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draw the chart that shows the multifinalty for shame, guilt and pride |
double check it in slides 23 and 24 the secondary appraisals that you have for the emotions that you experience can influence the development of disorders |
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what happens when you experience guilt and your secondary appraisal is occassional self blame? |
prosocial - no developmental problems |
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guilt - frequent self blame |
submissive/avoidant - depression/anxiety |
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guilt - blaming others |
hostile - aggression |
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shame - occassional self blame |
prosocial - none |
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shame - frequent self blame |
submissive avoidant - anxiety/depression |
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shame - blame others |
hostile - aggression |
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pride - self credit - authentic |
prosocial - none |
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pride - self credit - hubristic |
dominant, annoying - narcissism, aggression |
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pride - crediting others - sometimes |
prosocial - none |
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pride - crediting others frequently |
submissive /avoidant - depression / anxiety |
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so the secondary appraisals of your self conscious emotions influence your behaviour which influence psychopathology |
yayyy |
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take away message of the lecture |
• The confluence of developments innumerous domains are associated withage-typical increases in psychopathologysymptoms • Cognitive and self-consciousnessdevelopments play an especially importantrole |
