PSYC 3101 Development Study Guide Fall 2024 PDF

**PSYC 3101 Development: Conception - Adolescence** **Study Guide: Final Exam** **Fall 2024** ***Friendly Tips*** ***PPTs are your ultimate study guide. I would review, organize, and study material and concepts on the ppts., and then use the study guide as a check of your knowledge. I'm happy to...

**PSYC 3101 Development: Conception - Adolescence** **Study Guide: Final Exam** **Fall 2024** ***Friendly Tips*** ***PPTs are your ultimate study guide. I would review, organize, and study material and concepts on the ppts., and then use the study guide as a check of your knowledge. I'm happy to have short study sessions if anyone would like---in person or on Teams.*** **Ch. 11: Middle Childhood 6-11 yrs. (BIO)** - Why is this considered the "safest period" of development? Because it is a period of law threat from genetic diseases, infectious diseases (if immunized), and fatal accidents. - Does physical development speed up or slow down during this stage? Brain development is SLOW AND STEADY during middle childhood because it provides a balanced environment for children to grow steadily. - Know, in general, the research on recess and extra-curriculars in school. - What two things did we "get wrong" in planning elementary school curriculum based on neurological research? 1. Misinterpretation/misuse of brain-based research on explosive brain development in early childhood 2. Gross overgeneralization of critical periods of development - What is fluid and crystallized intelligence? (supplement) & what is the relationship to test-taking? Fluid is our basic understanding and skills, example: solving puzzles and crystallized is acquired knowledge which we refuse later, example: knowledge of history. Relationship is Fluid helps with new problems, while crystallized helps with tests that involves recalling facts or learned info. - *What the* *beep* does Playworks (video) have to do with soft skills? (supplement) & potential racial disparities? \***Feel free to rewatch the video.** **Ch. 12: Middle Childhood 6-11 (COG)** - Know the cross-cultural findings on categorization, **and** the effects that categorization can have on our views of others - Categorizing things/people into groups is a human capacity observed cross culturally, but how we classify differs from culture to culture. Western Cultures a collection is a group of individual things, eastern culture a collection is perceived as a whole. - Effects not only what children learn, but how they learn - How can knowing that children learn best through personal contact be used to change how children categorize people and how they view different groups? Categorizing things/people into groups is a human capacity observed cross culturally, but how we classify differs from culture to culture. - Review and be able to critically analyze the graphs on slide \#10 Ch. 12 ppt. - Know and be able to discuss the different educational practices (and their implications) of East Asian (China, Japan) and Western (US) schools as was discussed in class. (slide \# 11) Japan is more focused on lesson study, learning from working with others. Teachers meet watch their lessons and help them improve. US just started taking off with this from of teaching East Asia focuses on mistakes v. US is praise East Asia teachers guide v. US teachers direct East Asia focuses on effort v. US focus on ability East Asia focuses on collaboration v. US focus on individual differences. **Introduction to Adolescence PPT** - Review the two current concerns regarding adolescence (i.e., the disappearance of childhood and the elongation of adolescence) Two concerns are the disappearance of childhood and the elongation of adolescence reflect on how children are facing adult-like pressures earlier, while also staying dependent longer. - How do the Twixters fit into this? What are the factors that helped create the presence of the Twixters in society? Fit into this by staying in between childhood and adulthood. Factors are society changes in social and biological clocks, career options more training; more options, more transitions, economics need for college; advanced degress. - Storm and stress in adolescence??? (yay or nay??) - Who coined the phrase? G. Stanley Hall- 1904 - What does more contemporary research have to say? Most adolescents are often happy and optimistic most of the time and show positive feelings toward their families. - Be able to discuss the concept of intersectionality in relation to this. Intersectionality shows things like culture, ethnicity, and gender affects how teens experience adolescence. Which means some teens face more struggles during this time than other teens. - History of adolescence--- (ppt**. +** history supplement)... What were the "history-graded influences" that brought about the youth culture in the early decades of the 20^th^ C. **Puberty PPT.** - Be familiar with the slides pertaining to the Process of Puberty (that is, where does it start and what are the physical changes that accompany it?) It starts in the brain\'s hypothalamus, which sends signals to the pituitary gland. The pituitary then sends signals to the adrenal glands (on top of the kidneys) and gonads (ovaries or testes). - Some physical changes are increase in height, bone strength, body shape and weight. Also, development of primary and secondary sec characteristics. - How do hormones fit into emotional changes during puberty? Know the material on hormones. Life events/social pressures/genetics/brain growth acceleration of hormones + body fat + puberty external pressures- sexual being/more adult responsibilities, etc. - Be able to discuss adolescent health, and why adolescents might take it for granted. Is a pivotal time for establishing future health habits and physical wellbeing; few adolescents seek preventive care. Take it for granted because they feel invincible and are not aware of the long-term consequences. - Be able to explain the a) neurocognitive (Brain and Cognitive PPT) and b) sociocultural factors involved in adolescent risk-taking. An adolescent rite of passage, but also influences by the times (history-graded) + the situation, both neurocognitive and sociocultural factors explain for the risky behaviors. - Review sleep patterns and related sleep terminology in adolescence, along with reasons for changes; what are the negative effects of sustained sleep deprivation on cognitive performance? Circadian rhythms: sleep and wake cycles controlled by internal clock in hypothalamus change in adolescence due to hormonal changes and external cues/activities. Negative effect it creates a delayed phase preference (late to bed=late to rise). **\*\*Critical thinking Q. \>If you were on the school board of the Lazy Day School system, would you vote to delay high school start times? Why or why not?** **Brain and Cognitive Development PPT.** - Review all slides pertaining to "***What happens in the brain***?" (You'll need to know the specifics here.) - Why is increasing white matter and decreasing grey matter a good thing in brain development? Increased myelination and pruning (use it or lose it), less neural clutter ='s better brain efficiency. - Given the information on brain development in adolescence, how do you think this information should be used to inform policies regarding the juvenile justice system? (*There is no right or wrong answer here as long as you support your answer with ppt. material and class discussion*.) I think the info on brain development should be considered. I also understand that the brain development in the prefrontal cortex is not fully complete/uneven until the early 20s and that the prefrontal cortex (thinking/impulse control lags. However, l I believe at the end of the day people including juveniles know what they are doing, they can tell good actions from bad ones. - Review the key ideas in the "*Inside the Teen Brain*" video (e.g., location and timing of the growth spurt of grey matter in the brain and its relationship to eventual pruning; how this discovery was made; the effects of this discovery on educational practices; the progression of brain development and its effects on decision-making.) **\*Feel free to rewatch.** - What's the relationship between dopamine, alcohol, and immediate rewards? How might we use this information in a practical/applied way? is that dopamine makes us feel good, consuming alcohol boots dopamine which makes immediate rewards like drinking feel more fun or satisfying. If we know this, we are able to teach healthier ways to get dopamine, example: exercise/hobbies, to reduce negative behaviors. - Know Piaget's thoughts on cognitive development: \-\--\*Be sure to think about: - the K-13 educational model... what it means; how it could reshape K-12 education: adding another year could match up with Piaget's formal operational stage, which gives students more time to develop abstract and critical thinking skills before adulthood. Using this could reshape K12 by letting this year focus more on reasoning and problem-solving. - specific strategies for infusing more critical thinking activities into secondary education: teachers can use Piaget's ideas by encouraging debates, problem-solving tasks, and open-ended questions that make students think more abstractly. These strategies help student move beyond memorization to formal operational thinking. - how and why adolescent and adult thinking differ: Adolescents are still developing formal operational thinking, which means they are better at reasoning but can struggle with using it in the real world. Adults have more experience they are able to use that as knowledge as logic, and use thinking and emotions. - Adolescent thinking--- - What's the phenomenon of [egocentrism]? **And** why do we see a reappearance of it in adolescence? Is when someone has trouble seeing things from another person's perspective. It reappears in adolescence because teens are focused on themselves while figuring out their identity and how others see them. - ***Critically think*** about why egocentrism might be even more prominent among the Millennials than among other generations. Because Millennials grew up with social media, which encourages self-focus and constant attention to how they are looked at. So they may develop a stronger sense of individuality and prioritize personal validation. - What are some of the effects of adolescent thinking (e.g., invincibility; personal fable; imaginary audience)? **And** how are these effects explained by both [history-graded] and [neurocognitive] influences? Adolescent thinking can lead to feeling invincible due to risk-taking, believing they are unique, and thinking everyone is watching them History-graded influences, like social media, heightens these feelings by increasing comparison and visibility. Neurocognitive factors, like a still-developing prefrontal cortex, make teens more emotional and impulsive. - Review the contemporary uses of Vygotsky's socio-cultural theory of cognitive development in the educational system. The uses involve cooperative learning such as jigsaw classroom; progressive stories, and reciprocal teaching through instructions and modeling, teacher slowly transfers control to students. **Psychosocial PPT.** - Have a *[general]* understanding of the elements involved in the adolescent self-portrait. - How might an interaction of these elements explain the trajectory of self-esteem across the lifespan? - Be able to discuss the potential outcomes of 'trying on' different selves - How might this relate to egocentrism? Bc egocentrism might make them think everyone is watching them explore different selves, which will make them focus on how other people view them. - Is trying on different selves a bad thing? Why or why not? Not a bad because it helps us discover our true selves. But it can be confusing/stressful if we start to feel more pressure or settle on selves too fast. - Review the [slides and accompanying videos] on identity markers (e.g., ethnicity, gender, sexual orientations, etc.). Be able to discuss one or two ideas from the videos and related class discussion about the importance of exploring these elements in identity formation. **Sample Q.** **The reason that adolescents often need to drink more alcohol than adults to achieve the same effect has to do with:** a. **Changing melatonin levels** b. **Adolescent organ reserve and muscle mass** c. **Changes in dopamine sensitivity** d. **All of the above**