PSCY 311 Ch. One

• transition b/w childood and adultood
• ages (10-13) - (18-22)

thinking

anything to do with experince

1990's

adol. should be taught in class room and more formal  kids taught threw social interactions

• adol. can determine 4 oneself
• congnative

mini adults

• disagrees with middle ages and belived in 5 stages
• empathy (know words can hurt ppl
• birth-5 like animal (instincts)
• 5-12 savage(sensoryu and play are important
• 12-15 reason
• 15-20 intersest in other

social historical

• apprentisships
• 1880 industrial revolution
• trans from rual to urban(went to work got paid did not wait on crops)
• ppl sent kids to school longer to get better jobs

• social cultrual = belifs trend that happen over time
• social historical =  point in time that changed their life

kids had to go to school by law school attendance went up and employment went down followed my child labor laws

600%

• expert of his time
• father of scientific method of adol.
• strom & stress view -->
• -Biolgial

all of sudden at adol.= storm and it will stress you out out caused by puberty and physically be = to adults but not cong. their mood changes all the time with my decision during times of extreme moments hormones

• stanley
• now kid now youth now adol
• primary bio.

• disgreed w/ hall
• kids stress by enviroment not puberty
• SOCIOL Culrtual
• go to sumoa to see kids there are stressed and studied culture when done kids there not stressed bc they followed adults around their whole life and slowly learned to be adults
• did not belive stages of development

• never did any real "scientific" research
• their kids had stress too

• roaring twenties
• peer pressure mom minics daughter bc young ppl set the trends

• depression
• conformity - passive

silent generation

plitocal, protest, drug abuse , sexual permissiveness and higher edu.

• achievement oriented
• motavited to go to college

broad catagory that reflects our impressions and beliefs about ppl

name for widespread gerneralizationabou adol.

• based on limited info (media)
• not same as  stereotype 

his is just about teens

• 80% good
• 20% bad
• 5%useless cause

• the setting in which on developsocurs
• SOCIAL APPROCH

• bhavior patterns- belifsamoung a particcular group ofppl passed from generation to generaion
• influences the identy

nationality (black,hispanic ect)

race religion and language are veryprominated among ethnic gangs

socialoculturaldefintion of male and female roles

sex roles refer to bilogical factors

a pattern of change that beginsat cconceeption and continues through the life cyclee

• 1 pareental
• 2infancy
• 3early childhood
• 4middle & late childhood
• 5 eaarly adol.
• 6 late adol.
• 7emerging adult
• 8adulthood

• conception - birth
• in the womb

• birth - 2 years old
• play like a puppy

2 y/o - 6 y/o

achivement oriented

• 6 -11y/o
• masster baic skills
• self controll increases

• 11-14 y/o
• middle school and most puberty changes
• BIO.
• pre-occupided with body

• >15 y/o
• dating and identy exploration
• SOCiAL 

self discovery

the developlment  of  transiton bw childhood and adulthood that involes  biological, congniive, and social change

• transition bw adol - adult
• time of flux

ecconmic nd social independent

• the orderly sequence of change dicctated b the gentic blue print we have
• (how we change and grow)

the organisms bio. inheitance

• the org. enviomental exmences
• SOCIAL

• desccribes devvelopments gradual
• ex oak treee

• deveopmentt as distinc changes
• ex. catapliller to buterfly

• expericesee the ind. life
• imprinting

people can change

• general belif org. to help explain and predict behavior
• steps=
• concept the problem to be studied
• collect info
• statistics
• draw conclusion

ways of dealing with stress

• the most comon
• push unacceptabel  impulsivee back to the unconcous level aka push out of memory

replacce a social unaccceptable w/ a socl accepatable behavior

retreat back to a safer time

confronted by authority who do not feel safe with

a consqunce that increasing the likely hood of behavior to occuer again

decreases the chances  of behavior occuring again

• discriptive research
• simplist form of rearch
• can be controlled or unotrusive
• must be systematic

unstructer-open ended

• structured-one on one response
• advatges you input data
• disatanage-soial desirablity

• advantage saves time
• dis. inaccurae

• allws compersonof indivdauls score to others
• sd=standder deveation
• provied info about ind. diff.
• not always accuret prediction

pagers beed at random times then ppl answer where,  what who and how

ankykid of heart, blood, ect measurement

• in ddepthlook at an ind. diffficult to generate
• deals  with only 1 person

• inolves obersvatin +recording=behavvior
• not inteeded to determine cause

• determine the degree of relationship bw 2 variablles
• .75 strong. .5 modirate .25weak

• cone deterime  coause and effect
• random assignment
• exprment group vs controll gropu
• indempentent variable vs dependent
• BEST WAY

study diff. ages at  same time 

does not compare same person ovver  time

but do not have to wait

• stud the same ind. over time 
• collectt tons of info  over time 
• but cost  $and  is  time  comnssuming  pricipnts tend  to  drop out

• vicarious learning
• recciprocal enviormeent affectsbehavior  buybehaior  afffeccts enviroment

• direct relatitship
• familyy peers, teachers

• relationship with micro  systems 
• parent with teacher

seetting that  adol has no direect ccontacttwith but  it  afffects him

cultture

• socio historiccal
• evnt  that  impacts adol life