Adolescence and Emerging Adulthood Exam 1 Ch 1-
// // // // // // //
3 Questions With Correct Answers
// // // //
Theory //- //Research //- //Personal //Experience
Theory: //
A/
/logical /
/system //of //concepts //that //helps //explain //observations //and //contributes //to //the //development
//of /
/knowledge /
/(eg, /
/theory /
/of //developmental //tasks) //OR //guides //an //approach //to //practice //(eg, //a //theory //of //education)
- //logical //way //to //explain //a //behavior
Research: //Scientific //Method //
Personal /
/Experience: /
/Family, /
/friends, /
/exposure /
/to //media, //thoughts, //ideas, //feelings, //informal //observations //of //others, //laws/policies
4 //Components //of //a //Theory
Domain, //Assumptions, //Constructs, //and //Hypotheses //(DACH)
,Domain //- //area //of //focus //(academic, //cognitive, //interpersonal, //etc)
Assumptions //- /
/underlying /
/premises //that //inform //the //logic //of //reasoning //(eg, //relationships //can //be //stressful)
Constructs //- /
/the //"principal /
/characters" /
/in //
a/
/story; /
/unobservable /
/phenomena /
/that //are //operationally //defined //for //research //(eg, //conflict, //personality, //friends)
Hypotheses //- //"If-
then" /
/testable /
/statements /
/(eg, /
/if /
/you /
/have //supportive //relationships, //you //will //be //able //to //cope //more //effectively //with //stressors)
EX: /
/you //think //that //chewing //gum //during //exams //decrease //stress //and //increases //performance
- //Domain: //academic
- //Assumptions: //exams //are //stressful //and //this //stress //impacts //score
- //Constructs: //stress
,-/
/Hypotheses: /
/if /
/one /
/chews /
/gum //during //an //exam, //then //one's //stress //will //be //lower //and //one //will //perform //better
Empirical //vs //Non-Empirical //research //articles
Empirical /
/are /
/based //on //scientific //method //- //they //have //collected //the //data //and //presented //their //findings
Non-
empirical, /
/researchers /
/have //not //collected //their //own //primary //data //- //use //information //that’s //available //- //still //very
//useful //- //reviews //and //meta-analyses
Collecting //own //data //vs //using //others' //data
Scientific //Method
1. //Research //Question
2. //Hypotheses
3. //Method //& //Design
4. //Collect //Data
5. //Analyze //Data
, (Disseminate)
Boundaries //of //Adolescence
Generally: /
/Adolescence /
/begins /
/in //biology //(puberty) //and //ends //in //culture //(when //taken //adult //roles //and //responsibilities)
vary /
/by /
/culture /
/(biological, /
/emotional, //cognitive, //interpersonal, //social, //educational, //legal, //chronological, //cultural) //
The //Age //of //Adolescence: //1890-1920 //Contributing //Factors
1. //Child //labor //laws
2. //Secondary //Education //Laws
3. //The //study/science //of //adolescence
Adolescence //as //a //period //of //Storm //and //Stress
conflict //with //parents, //mood //disruptions, //and //risky //behavior
// // // // // // //
3 Questions With Correct Answers
// // // //
Theory //- //Research //- //Personal //Experience
Theory: //
A/
/logical /
/system //of //concepts //that //helps //explain //observations //and //contributes //to //the //development
//of /
/knowledge /
/(eg, /
/theory /
/of //developmental //tasks) //OR //guides //an //approach //to //practice //(eg, //a //theory //of //education)
- //logical //way //to //explain //a //behavior
Research: //Scientific //Method //
Personal /
/Experience: /
/Family, /
/friends, /
/exposure /
/to //media, //thoughts, //ideas, //feelings, //informal //observations //of //others, //laws/policies
4 //Components //of //a //Theory
Domain, //Assumptions, //Constructs, //and //Hypotheses //(DACH)
,Domain //- //area //of //focus //(academic, //cognitive, //interpersonal, //etc)
Assumptions //- /
/underlying /
/premises //that //inform //the //logic //of //reasoning //(eg, //relationships //can //be //stressful)
Constructs //- /
/the //"principal /
/characters" /
/in //
a/
/story; /
/unobservable /
/phenomena /
/that //are //operationally //defined //for //research //(eg, //conflict, //personality, //friends)
Hypotheses //- //"If-
then" /
/testable /
/statements /
/(eg, /
/if /
/you /
/have //supportive //relationships, //you //will //be //able //to //cope //more //effectively //with //stressors)
EX: /
/you //think //that //chewing //gum //during //exams //decrease //stress //and //increases //performance
- //Domain: //academic
- //Assumptions: //exams //are //stressful //and //this //stress //impacts //score
- //Constructs: //stress
,-/
/Hypotheses: /
/if /
/one /
/chews /
/gum //during //an //exam, //then //one's //stress //will //be //lower //and //one //will //perform //better
Empirical //vs //Non-Empirical //research //articles
Empirical /
/are /
/based //on //scientific //method //- //they //have //collected //the //data //and //presented //their //findings
Non-
empirical, /
/researchers /
/have //not //collected //their //own //primary //data //- //use //information //that’s //available //- //still //very
//useful //- //reviews //and //meta-analyses
Collecting //own //data //vs //using //others' //data
Scientific //Method
1. //Research //Question
2. //Hypotheses
3. //Method //& //Design
4. //Collect //Data
5. //Analyze //Data
, (Disseminate)
Boundaries //of //Adolescence
Generally: /
/Adolescence /
/begins /
/in //biology //(puberty) //and //ends //in //culture //(when //taken //adult //roles //and //responsibilities)
vary /
/by /
/culture /
/(biological, /
/emotional, //cognitive, //interpersonal, //social, //educational, //legal, //chronological, //cultural) //
The //Age //of //Adolescence: //1890-1920 //Contributing //Factors
1. //Child //labor //laws
2. //Secondary //Education //Laws
3. //The //study/science //of //adolescence
Adolescence //as //a //period //of //Storm //and //Stress
conflict //with //parents, //mood //disruptions, //and //risky //behavior
