PSY 234 Adolescents Exam #2

Describe what makes up a cultural belief system

The predominant beliefs in a culture about right and wrong, what is most important in life, and how life should be lived

May also include beliefs about where and how life originated and what happens after death

Describe and recall what symbolic inheritance is

The set of ideas and understandings, both implicit and explicit, about persons, society, nature, and divinity that serve as a guide to life in a particular culture. It is expressed symbolically through stories, songs, rituals, sacred objects, and sacred places

Distinguish between the two types of socialization and identify examples of each for different sources

- broad socialization: favor individualism; encourage individual uniqueness, independence, and self-expression

[EX: western cultures tend toward broad socialization; the West has a long history of emphasizing individualism in a variety of aspects of life]

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- narrow socialization: favor collectivism; hold obedience and conformity to be the highest values and discourage deviation from cultural expectations

[EX: socialization in non-Western cultures tends to be narrower, with a greater emphasis on promoting the well-being of the family and community rather than the individual, and often including hierarchies of authority based on gender, age, and other characteristics]

Describe the results of the two ethnographies covered in class

Aborigines

-The law... What is their belief system? How are they supposed to behave?

-Something else I didn't write down about boys vs girls

Middletown

-1920's vs 1970's... less church "loyalty"

-Change in important value

-Broad vs Narrow socialization aspects

-More broad socialization, less narrow socialization in the 1970's

Explain and recall what a custom complex is

A customary practice and the beliefs, values, sanctions, rules, motives, and satisfactions associated with it; that is, a normative practice in a culture and the cultural beliefs that provide the basis for that practice

Identify differences between first-generation and second-generation individuals from minority cultures

-First generation (everyone in family immigrated to other country from original country)

-Second generation (parents were born in a country, they immigrated to a new country and had children, children have struggles since families have set traditional values but other kids are more "American", children's values relate more to the new culture they grow up in)

Identify how adolescent religiosity varies between undeveloped countries, developed countries and the US

Differences in developed areas

-Adolescents have lower religiosity

US vs Other Developed Areas

-National Survey of Youth & Religion

-Religious Beliefs vs. Practices

-Moralistic Therapeutic Deism

Differentiate between what the NSYR found about adolescent vs emerging adults religious beliefs & practices

Describe and recall what moralistic therapeutic diem is

-A God who created and order the world and watches over human life.

-God wants people to be good, nice, fair and to each other, as taught in the Bible and by the most world religions.

-The central goal in life is to be happy and to feel good about oneself.

-God does not need to be particularly involved in one's life except when he is needed to resolve a problem.

-Good people go to heaven when they die.

Identify the parental and ethnic influences of adolescent religiosity

Parental influences: religiosity will be higher if parents of children engage in religious activities

African-Americans: more likely to have higher religiosity

Muslim- Americans: high chance they will engage in religion

Recognize what effects having high religiosity has on emerging adult behaviors

High levels of religiosity = more "positive" life, lower risk-behavior activities occur

Identify the developmental changes in religious affiliation

Overall change: trends down

Beliefs vs. Practices

Distinguish between the different emerging adult levels of religiosity

Committed traditionalists: likely to have religious affiliation

Selective adherents: will affiliate with religion, but don't agree with every component of religion

Spiritually open: less likely to have affect, opened to the idea of "higher power", spiritual belief system that doesn't relate to a specific religion

Religiously indifferent and Hostile: either atheists who have negative reaction to religion and don't think anyone should follow religion, OR they don't think about religion and do not follow any specific religions

Explain what is meant by a worldview and its 3 aspects

...What it means to be human, how should we be interacting with others, how should socialite problems be solved

Moral Reasoning

→

Moral Evaluation

→

Moral Behavior

Identify the developmental changes in the 3 aspects of worldview

Describe and recall what Adelson meant by Cognitive Mode

Adelson's research on political beliefs revealed three key changes from early to late adolescence. One of these changes was a shift in cognitive mode

Identify the findings of the Adelson Study of adolescent political beliefs

Laws are important because they promote the safety and rights of the population

Explain the reasons emerging adults are more involved in political organizations

To figure out who they are and what they believe in

Explain the difference between gender and sex differences research

Identify characteristics of the girl to woman & boy to man in traditional cultures

Girl to Woman....

Relationship to mother: household duty roles, girls are "assistant" to mother

Narrow socialization: not as much freedom, not as many choices (especially marriage)

School & rules: do not usually continue education

Boy to Man...

Must be achieved: have to prove worth as a man

PPP (provide, protect, procreate)

Differentiate developed countries from traditional cultures in gender socialization

Explain aspects of gender socialization throughout American history

Recall and explain what the gender intensification hypothesis is

Explain how parents, peers and teachers affect differences in gender socialization

Parents: test shows that parents treat babies different based on gender, test with babies in blue vs pink blanket

Peers: peers judge based on feminine vs masculine "behaviors"

Teachers: treats genders differently based on subject

Identify the effects of media on gender socialization

-Unrealistic Ideals

-Effect of Parasocial Relationship: one-sided relationships, big example are celebrities

-Facebook: most studied for negative body effects

Explain what parasocial relationships are and how they relate to gender socialization

The specific relationship that is created between the audience member and one media figure in particular

Identify the different negative effects of gender socialization for males vs. females

Males: aggressive behavior

Females: negative body relationship

Distinguish between masculinity, femininity, and androgyny and be able to recall the terms

Masculinity: high on instrumental, low on expressive

Femininity: high on expressiveness, low on instrumental

Androgyny: High on both

Explain the effects of androgyny during adolescence

Being high in both is good for females, leaning more towards masculinity is good for adolescent boys

Explain how gender segregation changes from preadolescence, early adolescence, and late adolescence

Explain the method and results of the "Middle School Dance" study

Immigration was lower early on, girls ingenerated more than boys, immigration increased during school year, boys ingenerated more as school year progressed

Identify aspects of gender socialization for African American and Latina/Latino American adolescents

African American Girls: higher degree of instrumental, more assertive, higher levels of self-esteem

Latina/Latino: girls have higher relationship to Cart., boys are more dominant, wanted to be more respected

Explain purposes of dating during adolescence

Recreation, learning, status, companionship, intimacy, and courtship

Identify and distinguish between different forms of dating scripts

Proactive: typically men

Reactive: doing what the other person starts, typically women

Identify examples of the phases of Brown's Developmental Model

Initiation [Short-term commitment]: status- importance of relationship within group

Bonding [Long-term commitment]: affection- doesn't concern peers, individual

Describe characteristics of adolescents more likely to date and be sought after as dating partners

Attractiveness: common, tend to date earlier

Homophily: partner similar to oneself

Popularity: higher status = more dating, dating earlier

Aggression: more sought after

Describe the effects of dating during adolescence

Positive

-social status is linked to dating

-self-image

Negative

-risky sexual behavior

Identify examples of the different forms Sternberg's forms of love

Passion: infatuation

Intimacy: liking

Commitment: empty love

Distinguish between early adolescence, late adolescence, and emerging adulthood in regards to characteristics of dating, including Brown's Model and Sternberg's Triangle of Love

EA: very passionate, no intimacy or commitment

LA: some have romance/commitment, others passion only

EA: 18-25, bonding phase, more commitment, looking for long term

Describe causes and effects of adolescent romantic relationship dissolution

Cause

- intimacy

- homophily

- other: bored, no longer put in effort

Effect

- sadness, emotions will be reinforced

- substance abuse

- romantic harassment: psychological/physical/emotional abuse to carry on relationship

Explain reasons emerging adults cohabitate

Financial reasons, avoid divorce

Describe the effects of cohabitation on marital stability and factors that effect how this differs

Explain how cultures where arranged marriage is common differ from American adolescent dating & courtship

Uniting families: effects of wealth, status, and religion

Progression: commitment, passion, intimacy

Explain the different terminology used to describe adolescent sexual activity

masturbation: typically 1st experience

kissing: usually early

necking: mutual touching and stroking above the waist

petting: mutual touching and stroking below the waist

Explain the progression and timing of adolescent sexual activity and factors that affect how this varies

Distinguish between cultural beliefs toward adolescent sexual behavior

restrictive cultures: strong prohibitions on teen sex before marriage, strict separation of boys + girls in early childhood through adolescence; may include the threat of physical punishment and public shaming for premarital sex; usually more restrictive for girls than boys

semi-restrictive cultures: have prohibitions but they are not strongly enforced and can be easily evaded; if pregnancy results from premarital sex, the teens are often forced to marry

permissive cultures: encourage and expect teen sex, sexual behavior is encouraged even in childhood and the sexuality of teens is simply a continuation of the sex play in childhood

Describe the gender differences in sexual scripts

boys: more likely to have more positive first-time experience more likely to share details with others, more physical

girls: more emotional, more likely to keep details private

Identify what effects engagement and timing of sexual intercourse

Compare sexuality development for LGBT adolescents with non-LGBT adolescent and describe factors that differ

Identify what effects contraceptive use for adolescents

earlier sex: less likely to use protection

*sex can be planned or spontaneous; both can result in no protection

cognitive development: one not believing that they'll get pregnant; leads to being less likely to use protection

Compare adolescent pregnancy rates in the US to other countries and describe the reasons for differences

US on top, less likely for unplanned pregnancy

Identify why adolescent pregnancy is considered a "risk factor"

for children: risk for defects

for mothers: education tends to be lower, higher risk for dropping out of high school, more risks for mental health issues

Explain the differences in efficacy of sex education programs and what are qualities of effective ones

comprehensive programs: medically accurate, age appropriate, holistic approach

obstinance-only programs: scare-only, highlights adolescent sex as bad, one-and-done

abstinence plus programs: both programs mixed together

qualities for effective program

-accurate info

-social pressure

-refusal skills

-participation

Recall the topic of the parenting implication

Recall the topic of the policy implication

Differentiate between descriptions of self-understanding made by young children vs adolescents

occur in adolescence have their foundation in the more general changes in cognitive functioning,

distinguish between different forms of self and identify examples of each

Define what self-esteem is

a person's overall sense of worth and well-being

Explain the changes in self-esteem from preadolescence to emerging adulthood and reasons for changes

self-esteem declines in early adolescence, then rises through late adolescence and emerging adulthood

Differentiate between two forms of self-esteem

barometric self esteem: the fluctuating sense of worth and well-being in response to different thoughts, experiences, and interactions throughout the day

Identify what influences self-esteem among adolescents and the consequences of different levels of self-esteem for them

Explain the methods and results of the Larson & Richard's "Beeper" Study (167)

beeper study (ESM studies): adolescents wear beeper watches and record their moods and activities when beeped at random times; confirm Rosenberg's insights by showing just this kind of rapid fluctuation of moods among adolescents in a typical day

results: find that adults and preadolescents experience changes in their moods as well, but not with the same frequency or intensity as adolescents. Moodiness may be especially high in early adolescence

Describe what adolescents do during time alone and identify the effects of this time

adolescents use their time alone for self-reflection and mood management. They listen to music, they lie on their beds, they groom themselves in the mirror, they brood, they text their friends, they fantasize; after a period by themselves their mood tends to rise, when their time alone is done, they tend to feel restored, ready to face the slings and arrows of daily life again

Differentiate between different forms of loneliness

social loneliness: occurs when people feel that they lack a sufficient number of social contacts and relationships

emotional loneliness: occurs when people feel that the relationships they have lack sufficient closeness and intimacy

Explain what Erikson's fifth stage is and how he defined identity

erikson's fifth stage of psychosocial development, in which an adolescent seeks to develop a coherent sense of self, including the role he or she is to play in society; also called identity versus role confusion

Recall what the psychosocial moratorium is and identify potential outcomes of it

a period when adult responsibilities are postponed as young people try on various possible selves

adolescents settle on more enduring choices in love, work, and ideology as they enter adulthood. However, some young people find it difficult to sort out the possibilities that life presents to them, and they remain in a state of identity confusion after their peers have gone on to establish a secure identity

Identify examples of each of Marcia's Identity Statuses