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This 4 page Class Notes was uploaded by Rachel Vigil on Friday September 9, 2016. The Class Notes belongs to HDFS 311 at Colorado State University taught by Rotner, Jaime Marie in Fall 2016. Since its upload, it has received 9 views.
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Date Created: 09/09/16
Week 3: Theory of genotype environment effect o Based on our genotype, we create our own environments o Passive, evocative and active Passive genotype Environment effects Parents provide both genes and environment for their children. Occurs in biological families Passive genotype environment effects Adoption studies One set of parents provided the adolescents genes, but a different set of parents provided the environment. o When adolescents are more similar to their biological parents, the genes play a strong role. Compared to when the adolescents are more similar to their adoptive parents, the environment plays a stronger role. Evocative genotype environment effects Crucial addition of the assumption that charactersitics such as reading ability, athletic ability and sociability are at least partly based on genetics. Active genotype environment effects When people seek out environments that correspond t their genotypic characteristics People are drawn to environments that match their inherited abilities. o Passive genotypes are more for adolescents when parents control the environment which a child lives in, when they grow up, active genotype becomes more strong. Adolescents/emerging adults are still developing the capacity to resist risky behavior o Rely heavily on intuitive thinking o Make different evaluations about the desirability of possible consequences. Major Risks o Substance use and abuse peak early 20s Once prefrontal kicks in o Automobile accidents leading cause of death (adolescents) o Depression and suicide, serious public health concerns o Homicide is another common cause of death in the U.S. during emerging adulthood o Rates of contracting STDs, including HIV, highest in early 20s Piagetian Stages o Sensorimotor- 0-2- Cognitive development involves learning how to coordinate activities of the senses with motor activities o Preoperational 2-7 Capable of representing the world symbolically (language) o Concrete operations 7-11 Become more adept at using mental operations F o Formal operations 11-15 to 20 Allow adolescents to reason about more complex task and problem involving multiple variables Involves the ability to think scientifically and apply concepts Involves the development of the ability to think scientifically and apply the rigor of the scientific method to cognitive tasks Hypothetical- deductive reasoning is the ability to arrive and defend an answer Abstract thinking, complex thinking o Allows us to think ahead, formulate hypotheses and test them etc. Complex thinking o Thinking that takes into account multiple connections and interpretations Sarcasm Metaphor Adolescents become capable of understanding metaphors at 8-10. Metacognition o Adolescents are aware of their thinking processes o The capacity for “thinking about thinking” enables adolescents to learn and solve problems more efficiently Piagets research has inspired theories of cognitive development beyond formal operations known as: o Post-formal thinking Pragmatism Reflective Judgment Reflective Judgment o The capacity to evaluate the accuracy and logical coherence of evident and arguments o Perry (1970;99) investigated reflection in adolescence and emerging adulthood which included Dualistic Thinking Multiple Thinking Relativism Commitment Critical Thinking o Keating (2004) Adolescence provide the potential for critical thinking in several ways A wider range of knowledge is available in long-term memory across a variety of domains The ability to consider different kinds of knowledge simultaneously is increased More cognitive strategies are available for applying/gaining knowledge o Application connection to other information o Analyzing Cause and effect o Judgments of validity o DOES NOT happen automatically
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