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Chapter

Module 15 - Adolescence

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Department
Psychology
Course
PSYC 1010
Professor
Heather Jenkins
Semester
Fall

Description
Module 15 - Adolescence  Is the transition period from childhood to adulthood  Is the period of development ranging from puberty to independence  Developmental psychologists used to focus attention only on childhood  Lifespan perspective refers to the idea that development is a lifelong process Adolescence Physical development  adolescence begins at puberty -rapid maturation in which person becomes capable of reproduction  primary and secondary sex characteristics mature -primary sex - reproductive organs -secondary sex - body hair, changing voice, etc.  menarche (menstruation) and production of sperm occur (spermarche) Puberty is the time of sexual maturation (becoming physically able to reproduce)  During puberty, increased sex hormones lead to -primary and secondary sex characteristics -some changes in mood and behavior  Height changes are an early sign of puberty -because girls begin puberty sooner than boys, girls briefly overtake boys in height  Puberty is being documented as starting earlier and earlier in part because of the hormones that are in the food chain  Puberty timing - the sequence of sexual maturation is predictable, but the time of onset varies from person to person. Maturing early can have social advantages and also increased expectations and risks. Adolescent Brain Development  During puberty, the brain stops automatically adding new connections, and becomes more efficient by 'rewiring' - rewiring starts around lower level cortex of brain -'pruning' away the connections not being used - our brain gets fine tuned as we grow - what we don't use, we lose -coating the well-used connections in myelin, in order to speed up nerve connection - allows improved judgment, impulse control, and long-term planning -upsurge in dopamine -a nerve transmitter that makes early adolescence a crucial time to learn as much as you can Frontal Lobes Are Last To Rewire - your emotions come before your judgment  The emotional limbic system gets wired for puberty before the frontal judgment centers of the brain get wired for adulthood.  As a result, adolescents may understand the risks and consequences but give more weight to potential thrills and rewards.  Teens have developed a mental accelerator, but are not in the habit of using the brakes. Adolescent Cognitive Development  According to Jean Piaget, adolescents are in the formal operational stage. They use this reasoning to: -think about how reality compares to ideals -think hypothetically about different choices and their consequences -plan to pursue goals -think about the minds of others, including "what do they think of me?"  Upsurge of adolescent egocentrism  They feel as if they are in the center of everyone else's attention  The things that an adolescent does has much more impact to them than it would to an adult  If they make an error it will feel like the world's biggest tragedy because they feel like everyone is looking at them 'what will they think of me' Kohlberg's Moral Development  Adolescents see justice and fairness in terms of merit and equity instead of in terms of everyone getting equal treatment  Adolescents may strive to advocate for ideals and political causes  Adolescents think about god, meaning, and purpose of things and life in deeper terms than in childhood  Try to make sure that people get a little more than life rather than being an even playing field ex - getting rid of monetary systems 'what if the world didn't run on money' ex - religion - given to them in childhood and when they get into adolescents they start thinking about it and they might go away from it they might come back or they might change it Lawrence Kohlberg - Levels of Moral Reasoning Stage theory  looked at responses to hypothetical situations/ethical dilemmas  3 levels with 2 sub stages each 1. Preconventional Morality/Reasoning -judgments of 'right' and 'wrong' are based on actual or anticipated punishments and reward -judgments are not based on internalized moral values -up to age 9: "follow the rules because if you don't, you'll get in trouble, if u do you might get a treat' 2. Conventional Morality/Reasoning -moral judgments are based on conformity to expectations of social groups -person adopts other people's values of 'right' and 'wrong' -early adolescent: 'follow the rules because we get along better if everyone does the right thing. Rules are there for the betterment of the collective group.' 3. Postconventional Morality/Reasoning -moral judgments are based on general principles; following one's conscience -principles have been internalized and are part of the person's value system -later adolescence and adulthood: 'sometimes rules need to be set aside/changed to pursue higher principles/a bigger idea'. -mostly people who prize individualism Example: Looting After A Natural Disaster  looting is a problem and if everyone did it there would be escalating chaos and greater da
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