ADOL PSYCH QUIZ # 1 STUDY GUIDE



PSYC 112 (PSYCH OF ADOLESCENCE) QUIZ 1 REVIEW SHEET

** Please Arrive on Time on the Quiz Date. Bring pencils & a good quality eraser. You will NOT need a Scantron Form for the Quiz. **

Quiz 1 will cover: Chapters 1 & 2 and all related lectures and information. The review sheet does not cover all material to be included on the quiz; however, it is a very strong review sheet that highlights major areas that you want to be sure to understand. Questions will be based on any aspect of chapters 1 & 2 and the related lectures & information. There will be multiple-choice questions (worth 2 points each), fill-in-the-blank questions (worth 1 point each), and a short essay question (worth 5 points). The Quiz is closed book and notes are NOT allowed.

➢ Keep this review sheet. Information provided here will be included on Exam 1.

➢ In studying terms/concepts, know the meaning of terms, how they work, and examples of their occurrence.

➢ Know what both your textbook and lecture sources say about the same subject.

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

I. Chapter 1 & lectures:

A. Some key terms/concepts to know: life-cycle service, recapitulation, early adolescence, late adolescence, emerging adulthood, globalization, asceticism, intellectualization, delayed phase preference. Also, know the meaning of the terms in the “Key Terms to Know” list (e.g., “culture”, “developed countries”, “majority culture”, and so on). More terms and concepts are included in section “B” below.

B. Some key issues to know:

(1) The views of Plato and Aristotle about adolescence

(2) The issue of “Storm and Stress”. For example, how do the early (historical) ideas of G.S. Hall and others compare with the current, modified ideas of “Storm and Stress” as explained by Jeffrey Arnett in the textbook and as discussed in class lectures? What are examples of the modified view discussed in lecture?

(3) The meaning of “biological age” and “social age”.

(4) What are some ways in which U.S. culture appears to differ from many “traditional” cultures in terms of views about The Transition to Adulthood (for instance, issues of “individualism/independence” and “collectivism/interdependence” as discussed in the textbook)?

(5) The basic ideas/views about adolescence of key psychoanalytic theorists (e.g., Sigmund Freud, Anna Freud, Peter Blos).

(6) H.S. Sullivan’s interpersonal approach/theory discussed in class. For example, know his stages & the needs to be met at each stage and describe the “chum” relationship and the benefits of these friendships.

(7) Erik Erikson’s ideas about the search for identity and implications for development as discussed in class. For example, how is the search for identity affected by historical issues (e.g., rapid social change)?

(8) The main findings of studies discussed in class about perceptions of teenagers – for example, Hill & Fortenberry study; studies of the views of mental health professionals; and the teacher/parent perception study of Buchanan, et al.

II. Chapter 2 & lectures:

A. Some key terms/concepts to know: HPG axis, set point, age-graded (same as “age-grading”; referring to age-based grade levels), secular trend, reaction range, puberty, menarche, spermarche, semenarche, sex hormones: androgens (testosterone) & estrogens (estradiol). More terms and concepts are included in section “B” below.

B. Some key issues to know:

(1) That the main structures and glands involved in pubertal changes (endocrine system) are the: hypothalamus, pituitary, thyroid, adrenal, and gonads (testes & ovaries). Generally review information in the textbook on the role of the hypothalamus, pituitary, and gonads on pubertal changes.

(2) General description of “The Feedback Loop in the Endocrine System”. Also, recall that a major purpose of this “feedback loop” is to monitor and adjust the levels of sex hormones in the body.

(3) What is the “adolescent growth spurt” and how do girls and boys compare in terms of the beginning of their growth spurt? Describe “peak height velocity”.

(4) Review the work of the biologist J.M. Tanner including information about the original sample of adolescents that were studied (for example, see box, “Research Focus: Tanner’s Longitudinal Research on Pubertal Development”.

(5) Approximately when do menarche (1st menstruation) and spermarche (1st sperm production) occur (approx. ages of each)?

(6) Describe “incest taboo” and the related idea of the “distancing hypothesis” discussed in class and explain some problems or limitations of this view. Also, see sub-section 2.9 in your book on “Parent-Adolescent Relations and Puberty” for more on the notion of “distancing” and the issues of closeness and conflict in relationships with parents during puberty.

(7) Describe the personal reactions/responses of youth to semenarche and menarche. See sub-section 2.10 in your book on “Personal Responses to Menarche and Semenarche” for more information on this topic.

(8) Describe possible psychological effects/issues of “early” and “late” pubertal maturation for girls and boys. For example, how do others often react to girls and boys in each category and what are implications for “early” & “late” maturing teens?

(9) Describe the “direct effects” and “mediated effects” models (discussed in class) in terms of each model’s view about the relation between physiological/biological changes and ultimate psychological effects.

(10) Describe the idea of “shifting of the developmental timetable” in relation to “early” and “late” pubertal maturation (discussed in class).

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