human development exa\

human development exam 4

puberty

hormonal and physical changes that contribute to sexual maturity and adult height, takes an average of five years

adrenal androgens

produces by glands at top of kidneys, program aspects of puberty, they begin secretion in middle childhood

HPG axis

main hormonal system programming puberty, hypothalamus triggers the pituitary to secrete its hormones, which in turn, trigger the gonads to secrete their hormones, which produce major body changes, about age 10

gonads

sex organs: testes, ovaries, release testosterone and estrogen, found in both sexes, responsible for programming sexual desire, skin, and bodily hair growth

biological sequece of puberty

hypothalamus → pituitary → GH/Gonadotropin → adrena glands/gonads → growth spurt/primary sex characteristics/secondary sex characteristics

primary sexual characteristics

changes that directly involve the organs of reproduction, etc.: uterus, ovaries, menarche, penis, testes, spermarche

secondary sexual characteristics

physical changes not directly involved in reproduction, etc. hair growth, voice change, acne, boobs

5 domains of self-esteem

scholastic competence, behavioral conduct, athletic skills, peer likeability, appearance

thin ideal

social expectations/pressure to be abnormally thin, over- and underweight female teens felt they were too fat

anrexia nervosa

affects 1 in 1000 teens, self-starvation to being 85% or less of healthy body weight, so many side effects

bulimia nervosa

characterized by at least biweekly cycles of binging and purging, major consequences, prevalence is increasing

onset

output of adrenal androgens and testosterone production around age 10

sexual scripts

descriptions of behaviors that reflect beliefs about what is “normal” sexual behavior

sexual double-standard

cultural code that gives men greater sexual freedom than women

slut shaming

women/girls criticized for actual or presumes sexual behaviors particularly common among adolescents and young adults

adolescense

first described by G. Stanley Hall in 1904, “storm and stress”

storm and stress

intense moodiness, emotional sensitivity, and risk-taking tendencies

Piaget’s formal operational stage

final stage of cognitive growth (12 yrs) peak of abstract, hypothetical, scientific, flexible reasoning

Kohlberg’s stages of moral judgement

developing internalized moral code to guide life Heinz dilemma

preconventional level of judgment

(no internal moral sense), responses focused on personal punishments and rewards

conventional level of judgment

most adults are here,responses focused on obeying society’s rules and norms

postconventional level of judgment

rarely achieved at any age, responses focus on inner moral guidelines apart from society

gender bias (gilligan)

justice based on societal rules vs. caring-oriented criteria (ex.hurting others is wrong)

elkinds adolescent egocentrism

developed from piagets formal operations, attempts to help make sense of teen’s emotional states, awareness of difference between what adults say and do emerges,

imaginary audience

teens feel as if they are on stage, everyone is looking at me and judging me

personal fable

teens feels as if they are unique and special, nothing can hurt me, this may lead to risky behavior particularly in men

socioemotional intuitive thoughts

emotion, rewards, sensatin-seeking, positive interactions

cognitive control

impulse control, emotional regulation, delay of gratification, resilience to peer influence

experience sampling record

tracking what emotions a teenager feels throughout their day and what they were doing while they are feeling that emotion

at-risk teens

prior emotional regulation difficulties, problems with executive functions, poor family relationships, non-nurturing environment

adolescence-limited turmoil

antisocial behavior during the teenage years

life-course difficulties

antisocial behaviors that continue into adult life

bad crowds

may attract at-risk kids, promote antisocial behavior, reinforce hostile attributional bias, provide deviancy training

teenage gangs

entail a close-knit delinquent peer group, share collective identity, be influenced by socioeconomic context, provide status, and may provide protection