Development of primary (sex organs) and secondary (pubic/facial hair) sexual characteristicsIncreased endocrine activity, particularly in the HPA and HPG axes (hypothalamus, pituitary, adrenal-kidneys, gonad)Physical growth and body composition changes (height/weight, muscle and fat distribution)Increases in strength and physical endurance due to growth in cardiovascular and pulmonary systemsThe Hypothalamus regulates the pituitary (“master”) gland which controls hormone levels in the bodyPubertal changes begin when the hypothalamus begins synthesizing LHRHTemporal perspective v. time confusionSelf-certainty v. self-consciousnessRole experimentation v. role fixationApprenticeship v. work paralysisSexual polarization v. bisexual confusionLeadership/followership v. authority confusionIdeological commitment v. confusion of valuesMidterm Exam Study Guide1. How are contemporary transactional models of development different from previous static, linear, and transformational models?-Transactional models: reciprocal determinism  environment continuously interacts with genetic expression during development (active person and environment)-Transformational models: people are always developing no matter what the environment is doing  development in a step-wise fashion (active person, passive environment)-Linear models: people are born blank slates & acquire experiences over time  environment directs development and trains individuals how to behave (passive person, active environment)-Static models: kids are miniature adults  benign environment imprints experiences on individuals (passive person and environment)2. What is Bronfenbrenner’s Theory of Social Ecology and what did he mean when he said people inhabit ‘nested systems’? -Similar to a russian doll, adolescents are surrounded by a variety of systems:o Microsystem: immediate physical setting  peers, school, familyo Mesosystem: interactions between major Microsystems (school and home)o Exosystem: encompasses/surrounds meso/Microsystems (churches/state)o Macrosystem: institutional or cultural patterns that establish the principles that govern the behavior of peopleand organizations (beliefs, philosophies)3. What kinds of physiological changes take place during puberty? What are the ways in which adolescents’ bodies change? - Development of primary (sex organs) and secondary (pubic/facial hair) sexual characteristics- Increased endocrine activity, particularly in the HPA and HPG axes (hypothalamus, pituitary, adrenal-kidneys, gonad)- Physical growth and body composition changes (height/weight, muscle and fat distribution)- Increases in strength and physical endurance due to growth in cardiovascular and pulmonary systems4. What is the difference between organizational and activational hormones?-Activational: initiate puberty  stimulate changes in appearance/growtho Leptin, Kisspeptin  signals body to begin puberty-Organizational: direct/organize development of neurological and anatomical structures 5. What parts of the Central Nervous System and body regulate and secret hormones? - The Hypothalamus regulates the pituitary (“master”) gland which controls hormone levels in the body- Pubertal changes begin when the hypothalamus begins synthesizing LHRH6. How does the timing of the onset of puberty effect girls and boys differently? -Early maturation in girls is associated with: (age 10)o Poorer body image dieting  problem behavior for girlso Girls more likely to hang out with older/more deviant peers, bear children earlier/more often, less educational/occupational attainments-Early maturation in boys is associated with: (age 12)o Positive attribute  associated with advantageous personality traitso More likely to hang out with older teens  antisocial behavior-Late maturation in boys is associated with negative self-evaluationo When late maturers catch up, they become more socially and intellectually competent7. What did Piaget theorize about how adolescents are cognitively different than children?-Cognitive development proceeds through four stages:1. Sensorimotor stage: occurs during first years of life; an infant’s intelligence is not in his or her mind, but in his or her motor schemes/actions2. Preoperational stage: preschool years; development of symbolic schemes3. Concrete operational thought: elementary school years; children begin to develop the capacity to use their mind to solve real problems (not abstract)4. Logical formal operational thought: age 12-14; cognitive capacity to manipulate abstract ideas without concrete manifestations of that idea-Progression and regression in development  no cross domain generality in cognitive development  different thinking present in different domains/environments 8. What are the ways in which adolescents process information differently than children? -Improvements in working memory storage capacity-Improvements in shifting from short-term to long-term memory-Cognitive processing abilities develop/improveo Attentiono Perception (attach meaning to particular stimuli)o Processing speed-Move from inductive reasoning (infer from observation) to deductive competence (use logic to generate correct conclusions)-Adolescents place more emphasis on gain  adults place emphasis on loss-Reflect on thinking more  metacognitiono Knowledge about/awareness of one’s own thinkingo Ability to regulate or exercise control over one’s cognition-Become less egocentric-Adolescents developing formal operational thought are more dogmatic and skeptical  truth is variable and dependent onperspective-Adolescents’ level of intelligence doesn’t change although their knowledge and information processing does-Few gender differences  boys have better spatial skills9. What are some ways in which the brain changes during adolescence? -Changes occur in the prefrontal cortex and connections between that and other parts of the brain  effects development of cognitive capacities (better memory)-Integration of cognition with emotion and behavior-Three processes:o Pruning: unused neurons are “pruned” away (primarily excitatory)o Myelinization: speeds neural transmissiono Frontal lobe development (gradual)10. How is the period of adolescence today different from how it was 100 or 150 years ago? -In the past, children were considered to be “mini adults”-Child labor laws-Compulsory education: