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Adolescent Psychology

by: Glen Hackett

Adolescent Psychology PSY 5210

Glen Hackett
GPA 3.8

Kimberly Ward

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About this Document

Kimberly Ward
Class Notes
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This 18 page Class Notes was uploaded by Glen Hackett on Wednesday September 23, 2015. The Class Notes belongs to PSY 5210 at Middle Tennessee State University taught by Kimberly Ward in Fall. Since its upload, it has received 38 views. For similar materials see /class/213032/psy-5210-middle-tennessee-state-university in Psychology (PSYC) at Middle Tennessee State University.


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Date Created: 09/23/15
Cognitive evelopment in Adolescents How do adol think what do they think about how do they process information how do they use what they know Cognition Refers to thought processes and outcomes Impacted by biology and environmental factors httpwwwvoutubecomwatchvT9Bb Y69dWIQ Shows significant changes from childhood to adolescence and throughout adolescent period 3 major theories Piaget Vygotsky Information Processing Piaget s Theory Proposed 4 stages of cognitive development Sensorimotor Preoperational w Concrete operational Formal operational where most adol are developing Progression through stages 2 biologically determined physical maturation 2 but environmentally dependent w Cognitive Constructivist Thoughts are formed into schemes organized mental patterns that represent behaviors 2 universal principles underlying cognitive growth Assimilation understanding experience thought in terms of your current way of thinking and knowledge 2 Accommodation changing your existing way of thinking knowledge based on what you Formal Ogerational Thought Likely to start developing around age 11 12 Main change is developing ability to think abstracty Use of hglpotheticodeductive reasoning logical sCIentIst 39 Formal A more hypothetical and assimilation 39 Formal B more deductive and accommodation Start to use propositional thoughtreasoning that uses abstract logic when there are no concrete exam pl e 5 All A5 are 35 premise C is an A premise Therefore C is a B conclusion Research suggests 40 60 of adults use formal operational thought consistently Culturally dependent EducannaHyin uenced Experientially impacted use it more with that with which we are familiar Impact on Adolescents Question rules and authority More idealism can imagine the ideal so become annoyed with imperfections in others and institutions Become more argumentative Make them more aware of others shortcomings More indecisive bc can see both sides Vygotsky Russian developmental psychologist lt Social Constructivist cognitive development occurs as a result of social interactions x Interactionist view heavy on the environmental influences r Adol can only fully develop their knowledge thinking rocesses beliefs and values through partners Ips Knowledge is situated in stuff and people and collaborative Language and communication very important lt Views influence some educational approaches quotThe Sweet Spotquot Zone of Proximal Development 7 The level at which one can almost but not fully comprehend or perform a task without help Range of tasks too hard to do independendybut capable of m m g for a ve year old Scaffolding Support for learning and problem solving that encourages growth and independence Assistance clues modeling etc 39 Removed and changed as adol develops 1 Cooperative Learning working together toward common goal 39 benefit from insights of others Corrective feedback provided by group Works best when group members have various levels of development for various parts of the tasks Information Processing View gt Considers how the individual s thought processes work and how to go about studying them gt Focus on how we take in use and store info attention perception thinking memory Basic premis cognitive development is gradual and continuous not stage or spurt like STEPS IN INFORMATION PROCESSING 7 lm lm l Twill i iquotquot2 397 to L l M i Information processing changes during adolescence quot Verbal mathematical and spatial abilities increase Processing speed increases Capacityimproves a type of energy one needs to complete a task may have more cog energy or may divide it more efficiently Automaticityimproves tendency to do tasks with little or no observable effort or attention related to both speed and capacity Become more adept at effectively dividing attention across tasks selectivity and shiftability J Mamay capacity i n c re as e s A Growth of metacognition may be most important processing change of adolescence 39 Knowledge about your own thinking process and the ability to monitor these cognitive processes self regulating Social Cognition Thinking in a social context 2 how do adolescents understand and make sense of themselves and others Egocentrism Imaginary Audience Personal Fable Perspective Taking 2 Ability to understand someone else s thought and feelings and to anticipate their viewpoint Selman hypothesizes stage theory of PT Egocentric Social informational Self reflective Mutual Socialconventional


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