EDHD 5003 Summer 2010 Kelly Schmieg, Michelle Heidt, Ashley
Davis Adolescent Development
Slide 2
Cognitive Development 1. The information-processing approach 2.
Critical thinking and decision making 3. Psychometric approach 4.
Brain development
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The Information Process Approach Views cognitive change as
continuous Components of the thinking process: attention and memory
Attention Information process begins with stimulus information that
enters the senses, much of the information is not processed further
(i.e. selective attention) Capacities for selective attention and
divided attention improve during adolescence Better able to focus
on important information while tuning out irrelevant information
(1)
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The Information Process Approach The Selective Attention Test
http://www.youtube.com/watch?v=vJG698U2Mvo&featur
e=player_embedded
http://www.youtube.com/watch?v=vJG698U2Mvo&featur
e=player_embedded The first time, count how many times the ball is
passed between people in white shirts. The second time, do not keep
count of passes. Just watch. See anything? This is an example of
how we are good at selecting what information is important to pay
attention to and what is not (2)
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The Information Process Approach Memory Key part of the process
Needed to call back upon the information you processed Short-term
memory Memory for the information that is currently the focus of
your attention Example: remembering a 7-digit phone number just
long enough to call Long-term memory Memory for information that is
in long-term storage Can draw upon it even after your attention is
no longer focused on it Example: remembering what you received for
your birthday 5 years ago (1)
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Critical Thinking & Decision Making Critical thinking: more
than memorizing Includes: Analyzing Making judgments about the
meaning Relating it to other information Considering if the
information is valid or invalid Does not develop automatically in
adolescence The need for an educational environment that promotes
and values critical thinking (1) (http://www.ronmilon.com)
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Using critical thinking to gain knowledge and understanding
(3)
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Critical Thinking & Decision Making Decision Making Can
adolescents make competent decisions? Competence in the decision
making process varies with age Few differences have been found when
comparing the decision-making process of late adolescents and
adults But, they may evaluate consequences differently (1)
(http://www.ideachampions.com)
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Psychometric Approach Definition: trying to understand human
cognition by evaluating cognitive abilities with intelligence
testing Intelligence testing Goal: focus on how individuals differ
in their cognitive abilities (1)
(http://www.lazyenvironmentalist.com)
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Psychometric Approach IQ Tests Alfred Binet Developed the first
intelligence test in 1905 Stanford-Binet Revision of Binets test
Includes verbal reasoning, quantitative reasoning, abstract/visual
reasoning, and short-term memory Wechsler scales WISC-III for
children aged 6-16 WAIS-III for individuals aged 16 and up Results
provide Verbal IQ and Performance IQ (1)
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Brain Development in Adolescence
(http://www.wellsphere.com)
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Brain Development in Adolescence Overproduction Ages 10-12
Thickening of synaptic connections Synaptic pruning Follows
overproduction Use it or lose it synapse that are used stay, those
that are not whither away Allows brain to work more efficiently (1)
Cerebellum Part of the lower brain that grows during adolescence
and into adulthood Important for basic functions and higher
functions: Movement Mathematics Music Decision making Social skills
(1)
Slide 13
Works Cited 1. Arnett, J. J. (2007). Adolescence and emerging
adulthood: A cultural approach (3 rd ed.). Boston, MA: Pearson
Custom Publishing. 2. Simons, D., & Chabris, C. (1999).
Selective attention test. Retrieved from http://www.
youtube.com/watch? v=vJG698U2Mvo&feature=player_embedded 3.
Using critical thinking to gain knowledge and understanding.
(2009). Retrieved from http://www.unisanet.unisa.edu.au
/Resources/nursing/Critical%20thinking/Critical%20thi
nking.htm
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Social Development 1. Family and Friends 2. Friends Influence
and Peer Pressure 3. Cliques and Crowds 4. Youth Culture
(http://www.blogomatic3000.com)
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Family and Friends Beginning in adolescence, friendships become
more important Adolescents report that they are happiest when with
their friends Among 9 th -12 th grade American adolescents, their
moods are more positive on the weekend, when they are most likely
to be spending leisure time with friends (1)
(www.inmagine.com)
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Family and Friends PreadolescenceAdolescence More time spent
with family Talk to friends about shared activities Most important
basis for friendship is similarities (i.e. location, shared
activities) (1) More time spent with friends Talk to friends about
important issues Most important basis for friendship is
similarities (i.e. ethnicity, participation in risk behavior,
educational orientation) (1)
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Friends Influence & Peer Pressure Idea of friends influence
is more correct than peer pressure Peers are a group of people who
an individual may not be close to, thus do not have much influence
Friends are emotionally and socially important to adolescence, thus
have more influence Friends influence can be positive or negative
(1) (http://www.moxargongroup.blogspot.com)
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Friends Influence & Peer Pressure Negative Influence from
Friends (2) Positive Influence from Friends (2) Leads to
anti-social behavior Leads to delinquent behavior Conflicts between
friends has negative effects on other people too Risky behavior
Increases social skills Improves ability to cope with stressful
events Friends have positive characteristics that produce positive
behaviors Companionship Support
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Cliques and Crowds Cliques: Primary base of group interaction
Comprised of 5-10 members Members tend to be the same sex Have
strong influence over attitudes and behaviors of members Membership
can have positive effect on self-esteem, but exclusion has negative
effect Attempts to use cliques for academic purposes have been
unsuccessful (3) (http://www.librarythinkquest.org)
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Cliques and Crowds Crowds Larger, reputation-based groups Not
necessarily friends or spend a lot of time together Examples:
Preppies, jocks, brains, burnouts, dirties, gothic, nobodies,
normals Within each crowd, there are cliques and close friends (1)
(http://www.nme.com)
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Youth Culture Definition: the idea that young people, as a
whole, constitute a group separate from children and adults
Distinguished by values and style Style of youth culture: Image =
dress, hairstyle and other aspects of appearance Demeanor = forms
of gesture, gait, and posture Argot = certain way of speaking (1)
(http://www.4ortherecord.com)
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Youth Culture Youth Culture Values:Adult Society Values:
Hedonism Seeking pleasure Irresponsibility Excitement Adventure
Rite of passage, not temporary (1) Emphasize regular routine Delay
of gratification Acceptance of responsibility Can only express
excitement and adventure in restricted forms of leisure (1)
Slide 23
Works Cited 1. Arnett, J. J. (2007). Adolescence and emerging
adulthood: A cultural approach (3 rd ed.). Boston, MA: Pearson
Custom Publishing. 2. Berndt, T.J. (1992). Friendships and friends
influence in adolescence. Current Directions in Psychological
Science, 1,156-159. 3. Youniss, J. &Haynie, D.L. (1992).
Friendship in adolescence. Developmental and Behavioral Pediatrics,
13, 59- 66.
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Self Development 1. Self Esteem 2. The Emotional Self 3.
Identity 4. Identity and Globalization
(http://www.resumeweassist.com/blog)
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Self Esteem Self-esteem: an individuals overall sense of self
worth Closely related terms of how we view our selves: Self-image
Self-concept Self-perception Having acceptance and approval from
friends and loved one is what gives most adolescents more
self-esteem Most adolescents will see a rise in self-esteem by
early adulthood (1)
(http://www.inspireyourdreams.com/content_images)
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Self Esteem Jennifer D. Campbell, Barry Chew, and Linda S.
Scratchley of the University of British Columbia break self-esteem
into two parts: Conceptually, the self can be viewed as having both
a cognitive and an evaluative component. The cognitive component or
self- concept is an organized schema that contains concrete and
semantic memories about the self and controls the processing of
self-relevant information. The evaluative component of self- esteem
is the positivity of the resultant attitude when the self is viewed
as an object of evaluation. Both components can be conceptualized
as states or traits (3)
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The Emotional Self Adolescence is a time of high emotions and
the confrontation of understanding and controlling these emotions
Self-consciousness and embarrassment are the two most common
feelings of this age according to a survey done by Larson and
Richards in 1994 (1) (http://www.freeiconsdownload.com)
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The Emotional Self The Focus Adolescent Services group says The
teenage years are a time of transition from childhood into
adulthood. Teens often struggle with being dependent on their
parents while having a strong desire to be independent. Ideally,
they are maturing from the one-sided self-centeredness of childhood
to a self-identity that balances responsible self- interest with
care and love for others (2)
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The Emotional Self When young people think about who they are,
what they want to be, and start forming opinions about beliefs, and
the world they are forming their identity (1)
(http://www.darcomic.org/tag/identity/)
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Identity Erick Erickson is responsible for much about what we
know about adolescent development During the fifth crisis; identity
versus identity confusion (ages 13-20) the adolescent learns how to
answer satisfactorily and happily the question of "Who am I?" But
even some adjusted adolescents experience some role identity
diffusion: most boys and most girls will experience delinquency,
rebellion flourishes, self-doubts, and so on (1)
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Identity and Globalization Hybrid Identity: the combination of
local and global culture (1)
(http://www.hurleysashimi.wordpress.com)
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Identity and Globalization 2 Main Aspects of Globalized
Identity: Bicultural Identity; half of their identity lies in local
culture while the other half is their consciousness of their
connection to the global culture Identity of the Global Economy;
success in the intense world of ever changing technology while
maintaining relations to family and personal beliefs Many cultures
are being modified by globalization, specifically by the
introduction of global media, free market economies, democratic
institutions, increased length of formal schooling and delayed
entry into marriage and parenthood (1)
Slide 33
Works Cited 1. Arnett, J. J. (2007). Adolescence and emerging
adulthood: A cultural approach.(3 rd ed.). Boston, MA: Pearson
Custom Publishing. 2. Emotional health. (2008). Retrieved from
http://www.focusas.com/EmotionalHealth.html 3. Chew, B., Campbell,
J., & Scratchley, L. (1990). Cognitive and emotional reactions
to daily. Journal of Personality, 59(3), 473-505.
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Physical Development 1. The Endocrine System 2. Order of
Pubertal Events 3. Cultural Responses to Puberty 4. Social and
Personal Responses to Puberty
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The Endocrine System The endocrine system is made up of glands
in different regions of the body The glands release hormones into
the bloodstream and from there affect the development and control
of the body (1)
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The Endocrine System The endocrine system is made up of a group
of glands that produce the body's long- distance messengers or
hormones. The endocrine system is instrumental in regulating mood,
growth and development, tissue function, and metabolism, as well as
sexual function and reproductive processes (2)
(http://www.the-human-body.net)
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The Order of Pubertal Events There is variability in terms of
the timing of pubertal development The first signs of puberty can
be seen as early as age 8 for females and 9 for males (1)
(http://www.zazzle.com)
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Order of Pubertal Events Sequence of Pubertal Events in Females
(4) Event : Initial breast development First wisps of pubic hair
Growth spurt Breast growth midway Breast growth mostly completed
First menstruation Pubic hair adult distribution Skeletal growth
completed Final breast development Average Age in Years 11 11 12 13
14 15
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Order of Pubertal Events Sequence of Pubertal Events in Males
(4) Event : Initial testicular growth Early growth of pubic hair
Enlargement of penis begins Temporary breast development Voice
cracking begins Growth spurt Hair in armpits Wet dreams Adult voice
attained Moustache begins to appear Whiskers appear Average Age in
Years: 11 12 13 13 14 15 16
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Cultural Response to Puberty Many cultures throughout the world
view puberty as an important transition from childhood to
adolescence (1) (http://womensspace.wordpress.com)
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Cultural Response to Puberty Puberty Rituals: Ritual action by
means of which the initiate is separated from one world and taken
into another. Rites of passage are performed on special occasions
and mainly deal with entering a new stage of life (3)
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Social &Personal Responses to Puberty The social
environments of those in adolescence respond to the physical
changes they are experiencing that represent puberty and sexual
maturity Distancing Hypothesis: many young people will move away
emotionally from their parents in order to reach sexual maturity
Pheromones: airborne chemicals that are produced by sweat glands
Premenstrual syndrome (PMS): behavioral, emotional, and physical
symptoms of pre-menstruation Semenarche: first male ejaculation
(1)
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Social &Personal Responses to Puberty Parents and
adolescents both have to adjust to changes that take place during
puberty Culture and biology play a large role in how young people
react and feel about changes that take place during adolescence
Those who mature faster than most are often unprepared for puberty
(1) (http://www.ebaumsworld.com)
Slide 44
Works Cited 1. Arnett, J. J. (2007). Adolescence and emerging
adulthood: A cultural approach (3 rd ed.). Boston, MA: Pearson
Custom Publishing. 2. The Human Body. Net,. (n.d.). The Endocrine
system. Retrieved from http://www.the-human-
body.net/endocrine-system.html 3. Prevos, P., (2001). Initiation
and rites of passage. http://www.prevos.net/, 1-4. 4. Mass general
hospital for children is a primary pediatric teaching site for the
Harvard medical school. (2010). Retrieved from
http://www.mgh.harvard.edu/children/adolescenthealth /articles