For items 1–10, identify the main difference between the two concepts listed in
ID: 3491277 • Letter: F
Question
For items 1–10, identify the main difference between the two concepts listed in each pair.
Hall’s storm-and-stress view and Mead’s sociocultural view
Psychoanalytic theory and Skinner’s behaviorism
Correlational research and experimental research
Cross-sectional research and longitudinal research
Androgens and estrogens
Shared and non-shared environmental experiences
Assimilation and accommodation
Concrete operations and formal operations
Laboratory studies and naturalistic observation
Early adolescence and emerging adulthood
Section 2: Best Definition (10 matching questions, 2 points each)
For items 11–20, match each definition on the left with the correct (best) term on the right.
In your Word document, type the letter of the term (A, B, C, etc.) that best fits each definition.
A research method that involves collecting data from an individual at various random times throughout the day
A view that adolescence doesn’t necessarily exist-–but rather was created by society requiring kids to go to school longer, and by setting them apart from the larger society so that they became a separate group
A view that people can have certain stereotypes of adolescents because society tends to pay extra attention to the ones who are getting in trouble, or are in need, or are otherwise exotic for some reason
A viewpoint that in order to understand adolescents’ behavior you have to understand their individual characteristics, their immediate environment, but also their extended environment and even the historical times they live in
The term used to describe the phenomenon of decreasing age of menarche
An adolescent who is naturally extroverted, and so chooses to get involved in a lot of high school organizations has this
The ability to think about several different pieces of something at the same time
An example of this would be someone who needs just a little assistance in order to complete a difficult algebra question
An example of this would be an adolescent saying “I keep thinking about today’s test and it is making me anxious. Next time it comes into my mind I’ll try to switch gears and think about the dance.”
Elkind says this is caused by new abilities that come along with cognitive development and lead to difficulty seeing things from other perspectives
Bronfenbrenner’s ecological theory
Experience sampling method
Zone of proximal development
Metacognition
Inventionist view of adolescence
Adolescent generalization gap
Adolescent egocentrism
Adolescent modeling behavior
Active genotype-environment correlation
Secular trend
Hypothetical-deductive reasoning
Section 3: Reflections (4 short-essay questions, 10 points each)
Before you attempt to answer the questions in this section, make sure you have read the assigned material and completed the required activities in the “Preparing for the Progress Evaluation” sections of Lesson 2 and in this lesson.
How your responses will be graded: Your responses must demonstrate accuracy and mastery of course material, use accurate and scholarly writing without grammar or spelling errors, and establish clear and precise connections between course content and events seen/heard/described within the examples.
For items 21–24, write a one-paragraph response for each item (one-half to three-quarters of a page each).
Review the Sleep Research activity in Lesson 2. For several decades, Mary Carskadon and other researchers have conducted a number of studies on adolescent sleep, using many different methods. Describe these research findings, using at least four of the terms below:
Laboratory
Survey and interview
Physiological measures
Correlational research
Experimental design
Dependent variable
Examples: “In a survey, Carskadon learned…” or “The researchers used an experimental design and found…” or “Researchers have found a correlation between…”)
Review the Pubertal Timing activity in Lesson 2. Look again at the photos of the eighth-grade classes (8-A or 8-B, in step 2). Pick either a boy or a girl who is clearly early maturing. Explain how he or she is early maturing and describe possible advantages or disadvantages he or she will experience because of that. Be sure to identify which student you are focusing on (e.g., “Class 8-A, boy on front row in the red shirt”).
Review the Brain Development activity at the end of Lesson 3. Pick one of the news stories about adolescents caught engaging in risky behavior. Explain it from Steinberg’s perspective. Include a discussion of brain development, focusing on the prefrontal cortex and amygdala, as well as cognitive-control systemversus socioemotional system. Use at least one quote from the news story that makes one of your points.
Think of a big decision that you made as a teenager or that a teenager you know made. It could be about where to go to college, whom to hang around with, whether to engage in a particular behavior, or any other decision that was (or at least seemed) important.
Write a reflection (one-half to three-quarters of a page long) on how the following concepts relate to the decision. Explain the decision and who was involved (and their ages), then discuss which of these concepts are related and how. Use at least three of the concepts in your answer (a good answer will include more than three).
Storm and stress
Formal thinking
Adolescence as a “time of firsts”
Adolescent egocentrism
Genotype-environment correlation
Cognitive-control system, socioemotional system
Metacognition
Definitions TermsA research method that involves collecting data from an individual at various random times throughout the day
A view that adolescence doesn’t necessarily exist-–but rather was created by society requiring kids to go to school longer, and by setting them apart from the larger society so that they became a separate group
A view that people can have certain stereotypes of adolescents because society tends to pay extra attention to the ones who are getting in trouble, or are in need, or are otherwise exotic for some reason
A viewpoint that in order to understand adolescents’ behavior you have to understand their individual characteristics, their immediate environment, but also their extended environment and even the historical times they live in
The term used to describe the phenomenon of decreasing age of menarche
An adolescent who is naturally extroverted, and so chooses to get involved in a lot of high school organizations has this
The ability to think about several different pieces of something at the same time
An example of this would be someone who needs just a little assistance in order to complete a difficult algebra question
An example of this would be an adolescent saying “I keep thinking about today’s test and it is making me anxious. Next time it comes into my mind I’ll try to switch gears and think about the dance.”
Elkind says this is caused by new abilities that come along with cognitive development and lead to difficulty seeing things from other perspectives
Bronfenbrenner’s ecological theory
Experience sampling method
Zone of proximal development
Metacognition
Inventionist view of adolescence
Adolescent generalization gap
Adolescent egocentrism
Adolescent modeling behavior
Active genotype-environment correlation
Secular trend
Hypothetical-deductive reasoning
Explanation / Answer
1. Hall’s storm-and-stress view and Mead’s sociocultural view
In hall's storm stress view, it is being said that the individuals moving through adolescence go through a phase of stress which is incorporated due to the abnormality of hormones and that all of the erratic and irrational behaviour is due to biology. It Has nothing to do with the environment or the place where they are brought up. In mead's sociocultural view, he emphasised on the importance of the society and the upbringing of people which influence their behaviour and this does not solely depend on hormones and biology, but exposure to culture, transitions from one place to another, or affected by death of some family member.
2. Psychoanalytic theory and Skinner’s behaviorism
Psychoanalytic theory Of Freud concentrated on the unconscious mind of s person basically concentrating on the se-xual point of view. He defined three phases ego, id and superego. Whereas skinner emphasised on the fact that behaviour does not only depend on the se-xual orientation of a person, rather on the operant conditioning provided by the such as rewards or awards in response to a behaviour.
3. Correlational research and experimental research
Experimental research is where cause is identified using certain controlled variables along with identifying the causes and reasons that have given rise to these causes.
Correlational research is where there is no cause associated relationship, rather when one variable goes up, another variable comes down.
4. Cross sectional research and longitudinal research
Cross sectional research is longer and more expensive than longitudinal research. In this, all types of people are considered for the entire duration.
Longitudinal research is where only one group is considered over s longer period of time. This can take plsce faster and over a shorter duration.
Related Questions
Navigate
Integrity-first tutoring: explanations and feedback only — we do not complete graded work. Learn more.