Lifespan Development Final Exam

Puberty

a physiological development that marks the beginning of adolescence
rapid physical and mental maturation

Endocrine System

hormone regulation - sex hormones change

Central Nervous System - Frontal Cortex

starts to develop and is involved in decision making

Adolescence

begins at puberty and ends when someone takes on an adult role
independence from parents researchers don't have a good consensus

Sex Hormones

Boys and girls both have testosterone and estrogen but boys get more testosterone and girls get more estrogen

Mass

Men have more muscle mass - center of gravity in shoulders and chest
Women have more body fat -center of gravity in hips

Growth Spurts

Girls develop quicker than boys generally by two years and start around age 9

How does early and late puberty onset affect adolescents?

Early Male, Late Male, Early Female, Late Female

Early Male

independent, socially competent, self-confident

Late Male

anxious, attention-seeking, negative body image

Early Female

risky behavior, eating disorders, depressive

Late Female

positive body image, social + popular, higher school performance

ABC

Affective
Behavioral
Cognitive

Adult Roles in Societies

American Society - economical independence (adolescence getting longer)
!Kung Society - start families at puberty (adolescence begins and ends at the same time)

Body Images

puberty has an effect on how adolescents view their bodies, health habits, dating interests, and sexuality

Body Image 2.0

ideal body type for women and perceived body type have a big gap

Contribution to Negative Body Image

family
peers
media (social media has greater affect on girls)
society

Confirmation Bias

when you spend more time on certain images, or if you like an image, those same things will show up more

Mahon and Hevey 2011

conversational study done in Ireland to discuss body image. Participants were 29 in number and they were 15-16 years old. Mixed gender. Asked 3 questions:
1. What social media activities do you think help/harm body image perceptions
2. What characteristics of social media platforms promote body image/negatively impact body image
3. How do you manage challenging appearance focused content on social media

Coping Strategies

1. Behavioral: avoidance, active selection of positive content
2. Cognitive: psychological distancing from others, reframing within self

Eating Disorders

1. Anorexia Nervosa
2. Bulimia Nervosa
3. Obesity

Anorexia Nervosa

self starvation due to disordered perception of self.
weight less than 85th percentile
1% of population - 10% of college students
second leading cause of suicide in teens
more females than males

French Model

Isabelle Caro
developed at 13, no sunlight bc weight, died at 28 in Nov. 2010
mom committed suicide after

Characteristics of anorexia

usually develops in adolescence
early maturing
white middle class
genetic predisposition
social influences
parenting style

Treatments

hospital
psychotherapy - not as effective because individual sees nothing wrong

Bulimia Nervosa

eating huge amounts of food and then purging through vomiting or laxatives
normal weight
1-3% of population (25 years old)
90% female

Correlated Factors

perfectionist personality
low self-esteem
emotional problems (obsession and compulsion)

Treatments

psychotherapy - effective because aware of the problem
anti-depressants/OCD medication

Obesity

BMI over 30 is usually considered obese

Sexuality and Biology

hormonal changes, secondary sex characteristics, reproduction

Sexuality and Cognition

hypothetical thinking, decision making, self - conscious concerns

Sexuality and Social Behaviors

main influences on sexual behaviors

Average Ages of Things

males are two years later than women for puberty onset (11) and marriage (28) but the same age (17) for first intercourse

Risky Behaviors

unintentional injuries
sexual behaviors
alcohol and drugs
tobacco use
unhealthy diet
inadequate physical activity

Reasons for Abstinence

fear of pregnancy
STD's
parents object
afraid of getting caught
lack of desire
sex education in school or church
religious beliefs
sex not right for someone their age
conscious decision to wait for marriage

Males Sexual Behavior

keep sex and intimacy separate
casual date
excitement, satisfaction, happiness

Female Sexual Behavior

sex associated with romance, love, intimacy
someone she is in love with
excitement, happiness, guilt, worries
mixed reactions from peers

Occurrence Increases with Age

9th - 11.3%
10th - 21.4%
11th- 30.4%
12th - 36.9%

Sexual Partners

more females than males have fewer than 2 partners and more men have more than 4

Predictors of Sexual Behaviors

biopsychosocial

Biological

early maturing adolescents

Family

parent-child relationship
parental control
family structure - two vs one parent

Peer Influences

Friends, romantic partners, peer pressures (higher from males for both sexes)

Psychological States

self-esteem (low SE means more sexually active)
higher risk tolerance and impulsiveness (delayed gratification)
religion (religious teens 1st time is on average 3 years later)

School Activities

higher achievements = lower ratio and later onset
athletes, artists, academic activities are lower sex active
school structures - all boys/all girls

Social Cultural Influence

neighborhood
social media

Teen Pregnancy

pregnancies in women under 20 years old regardless of marital status
rate in US is much higher than other developed countries
2.2% became mothers
50% occur in first month of intercourse
0.7% males assume role of father
25% mothers give birth again in next 2 years

Health of Baby

positive correlation between teen moms and LBW babies

Identity Development

trying to understand who they are and who they will be

Factors

cognitive capabilities, gender, SES, birth order, body image, race/ethnicity, parental relationship, peer relationship

Theories

Erik Erikson

Erikson's Psychosocial Development Theory

0-1.5 = trust vs. mistrust
1.5-3 = autonomy vs shame and doubt (self conscious emotions)
3-6 = initiative vs. guilt
6-12 = industry vs. inferiority
Adolescence = identity vs. role confusion
Early Adult = intimacy vs. isolation
Middle Adult = generativity vs. stagnation
Late Adult = ego integrity vs. despair

Piaget's stages of cognitive development

1. sensorimotor
2. preoperational
3. concrete operational
4. formal operational

Sensorimotor Stage (0-2)

Strengths: object permanence, deferred imitation
Limitations: symbolic representation - don't understand symbols

Pre-Operational Stage (2-7)

Assimilation and Accommodation and development of schemas
Strengths: manifestations (language, pretend play etc.)
Limitations: Irreversibility of internalized actions

Centration

cannot focus on two aspects of one visual display

Egocentrism

focus on the whole and forget individuality
cannot see things from others' point of view

Concrete Operational Stage (7-12)

Strengths: mastery of spatial operations
Limitations: poor at abstract reasoning
overcome centration and egocentrism

Piaget Being Challenged

Validity of Piaget's methods and tasks
Discontinuous, invariant, universal, parallel
People are wondering if what he tested was actually what he was supposed to test

Rolling Cart Study

They put a cart on a hill and rolled it down over and over. Occasionally, they would also put a block to cover the track and infants recognized that the cart was the same one as before. Then, sometimes they would make the cart stop and infants as young as 2.5 months would look longer demonstrating that they already had some object permeance. Really starts at 6 months though

Conceptual Development

Piaget's claim: stages
Modern Views: experiences

Conceptual Development Conclusion

with experiences, shift from characteristics to defining features
shift occurs at different ages for different concepts (not tied to stages)

Scale-Model Task Results

The scale model task: Symbolic Tasks
Procedure: 2.5-& 3 years old: Big room and scale model they hide snoopy in the small room together and then they have to find it in the big room
Results: 3 years old succeed2.5 years old fail
Dual representation View

Cognitive Development after 12

Piaget: adults and adolescents think qualitatively in the same way
Others: believe idealism decreases as young adults enter world of work

Conclusion

Piaget could have underestimated development

Adolescence Emotion Regulation

emotional self-sufficiency
feeling of being in control of emotional experience

Influences on Emotion Regulation

Cultural norms: US vs Japan for example
Temperament: early emerging individual differences, biologically based foundations of personality
Parent-Child Interaction: rehearse activities, serve as an example

Developmental Trends

Infancy
Early childhood
Middle-Late Childhood

Infancy (1-2)

limited capacity for control (turn away, suck thumb etc.)
depends on caregiver for soothing
respond to caregivers emotions (still face task) imitates post-partum depression

Early Childhood (2-7)

gains new language to communicate with caregiver
develop mostly behavioral strategies to regulate emotions
can use situational information

Middle-Late Childhood (7-12)

cognitive strategies now (distraction etc.)
problem solving and perspective thinking
recognize mixed feelings
understand false facial expression

Cognitive Development

increased flexibility
less egocentrism and better perspective taking skills

Social Experience

display rules
hiding emotions that would hurt others

Parenting

Emotion Talk within families

Methods

longitudinal study
recorded conversations between mother and child
conversations coded for emotion talk

Mother's Emotion Talk

more emotion and greater variety with daughters than sons

Chidlren's Emotion Talk

Phase 1: Girls = Boys
Phases 2 and 3: Girls > Boys

Object Permenance

Piaget said started at 8 months
Rolling cart study showed as early as 6 months

Assimilation

learn new word and try to use for another thing. search for pre-existing schema

Accomodation

revise schemas when realize a butterfly isn't a bird

Formal Operational Stage (12+)

Features:
abstract, scientific, hypothetical reasoning
insight about alternative views
ask children moral dilemma

Girls vs Boys

Average Onset: 9 11
Range of Onset: 8-13 10-13.5
Average Peak: 11.5 13.5
Range Peak: 11-14 13-17
Average Growth Ends: 19 21

Identity Crisis

identity can be broken down into career, political, religious, relationship, physical, sexual, acheivment

Role Confusion

individual withdrawal - too far away
Or, lose self in the crowd - too close

James Marcia's Statuses of Identity

1. Crisis: is there a crisis?
2. Commitment: is the person willing to invest in reaching a goal

Chart

Achievement: understands what you want to do and have explored options
Foreclosure: make commitment without exploring possibilities
Moratorium: explored but not made commitment
Diffusion: nothing happens

Achievement

higher self esteem
advanced critical thinking and moral reasoning
greater similarity between ideal self and real self
independent and confident

Moratorium

high self esteem but anxious
strong need for both rebellion and acceptance

Foreclosure

inflexible, intolerant, dogmatic
high need for social approval
happy life

Diffusion

least mature
no anxiety
entrust to luck or fate
substance abuse

John Holland's Code

vocational choice is an expression of personality
realistic, investigative, artistic, social, enterprising, conventional

Sensorimotor Stage:

from 0-2 years old, learning how to understand the world, confined to sensory and motor skills

Deferred Imitation

the repetition of others behaviors, a substantial time after it originally occurred

Sensorimotor Limitation

Symbolic Representation: they cant use symbols

Preoperational Stage

from 2-7 years old,

Assimilation and Accommodation

see something that looks like something you already know is assimilation
Use new information to connect previous schema- accommodation

Pre-Operational Strengths

language- able to manifest words
pretend play- objects, actions (creativity, imagination)
drawing
anticipation in problem solving
internalize actions

Pre-Operational Limitations

Irreversibility: internalized actions are NOT organized into a reversible system, they can go A to B but cant tell you how to go B to A

Concrete Operational

from 7-12 years old
can overcome egocentrism and concentration
logical, flexible

Concrete Strengths

mastery of spacial operation