ADOL PSYCH EXAM # 1 STUDY GUIDE



Psych 112 Exam 1 Review PAGE 1 OF 2

Psychology of Adolescence EXAM # 1 REVIEW SHEET

Please Arrive on Time, bring SCANTRON FORM 882E, a good quality eraser, & #2 Pencils

Exam 1 will cover: Chapters 1 through 6 and all relevant lectures. The review sheet does not cover all material to be included on Exam 1; however, it is a very strong review sheet that highlights major areas you want to understand. Questions will be based on any aspect of chapters 1 through 6 and relevant lectures. There will be 50 multiple-choice questions on the exam. Exam 1 is closed book and notes are NOT allowed.

➢ Use the Quiz 1 Review Sheet for a highlight of Chapters 1 & 2 content and lectures up to that point. Then, continue with the information provided here for a highlight of issues for the remaining chapters/lectures that will be included on Exam 1.

➢ In studying terms/concepts/issues, know their meaning, how they work, and be able to recognize examples of their occurrence.

➢ Know what all sources of information (chapters, lectures) say about the same issue.

➢ Know the names of key theorists and researchers and be able to connect their names with their ideas and findings.

➢ Questions on content from chapters 1-5 are based on the textbook & lectures. Questions on content from chapter 6 are based on the textbook only.

I. Chapter 3 & lectures:

(1) What are the limitations of Piaget’s cognitive development theory?

(2) Know the names of Piaget’s stages of cognitive development and when they occur

(3) Describe how formal operational thinking differs from concrete operational thinking.

(4) Describe “abstract thinking”, “complex thinking”, and “metacognition” – be able to recognize examples

(5) Describe characteristics of “postformal” thinking during emerging adulthood (pragmatism, reflective judgment). Know William Perry’s theory/stages of reflective judgment

(6) What are “selective attention” and “divided attention”?

(7) Explain how “reductionism” is a limitation of information processing theory

(8) Describe critical thinking (subsection 3.13) and competent decision-making (subsection 3.14). Also, note how adolescent decision-making compares with adult decision-making. For example, see lecture information on the “behavioral decision theory”, the “dual processing theory” of Paul Klaczynski on “analytic” and “heuristic” cognitive systems, and the ideas of Steinberg & Cauffman on the role of “psychosocial” factors on adolescent decision-making

(9) What is “social cognition”?

(10) Know the meaning of terms used by Robert Selman to describe different perspective taking capacities (i.e., mutual perspective taking, social and conventional system perspective taking)

(11) Describe “personal fable”, “imaginary audience”, and “apparent hypocrisy” (David Elkind)

(12) What is “optimistic bias”?

(13) As discussed in class, describe the “assimilation phase” and the “accommodation phase” of formal operational thought

(14) As discussed in class, what did John Flavell mean by “social monitoring”?

(15) Know the names and corresponding ideas of selected researchers we discussed in class who are conducting research on adolescent brain development – Charles Nelson, Jay Giedd, Deborah Yurgulen-Todd, Ellen Galinsky, Mary Carskadon & Carlyle Smith (sleep & brain/cognitive development research)

Psych 112 Exam 1 Review PAGE 2 OF 2

II. Chapter 4 & lectures:

(1) What are “broad” and “narrow” socialization? How do these different forms of socialization relate to the issues of “individualism” and “collectivism”? Furthermore, how do “collectivism” and “individualism” relate to the notions of “interdependence” and “independence”?

(2) What is the “custom complex”?

(3) What were the main findings of Shirley Feldman’s study on Chinese adolescent immigrants?

(4) Explain Carol Gilligan’s gender critique of Lawrence Kohlberg’s theory of moral development; is there support for her criticism? Also, in Richard Shweder’s opinion, in what way is the Kohlberg system biased?

(5) As explained in class, how does Michael Cole differentiate “cultural psychology” from “cross-cultural psychology”? Also, describe the general meaning of a “developmental niche”. What are some possible experiences of adolescents who grow up in more than one “culture” (e.g., immigrant youth, low-income youth, etc.)?

(6) Know the ideas of economist Richard Easterlin (issues of population demographics) discussed in class

(7) Describe the “social ecology” of U.S. adolescents as reported by the Experience Sampling Method (ESM) study of Csikzentmihalyi & Larson summarized in class

III. Chapter 5 & lectures:

(1) What is the difference between the terms “sex” and “gender”?

(2) What are some different gender expectations experienced by boys and girls in terms of “broad” and “narrow” socialization issues in “traditional” cultures?

(3) According to anthropologist David Gilmore, what is “required” to become a man in traditional cultures?

(4) Describe “instrumental” and “expressive” traits

(5) What is “differential gender socialization”?

(6) Explain John Hill & Mary Ellen Lynch’s “gender intensification hypothesis”

(7) Describe the “cognitive developmental theory” of gender

(8) Describe “gender schema theory”

IV. Chapter 6:

(1) What are the 9 subscales (i.e., 8 domains plus overall (global) self-worth) of adolescent self-image (similar to self-esteem) included in Susan Harter’s “Self-perception Profile for Adolescents“?

(2) What is the role of gender and ethnicity on self-image/self-esteem during adolescence? See information on “Self-Esteem and Physical Appearance“ in subsection 6.4

(3) Review information in the “Research Focus“ box on Susan Harter’s self-perception scale (Box title, “Harter’s Self-Perception Profile for Adolescents“). How has the scale been questioned as to its validity?

(4) Know James Marcia’s 4 identity statuses. Be able to recognize examples of each. Table 6.2 provides a useful way to remember how each identity status can be distinguished from the others

(5) Describe social loneliness and emotional loneliness

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