Adolescent Development Unit 3

Idealism

ability to distinguish what is from what can be > Teens can envision what their life or relationships could be like and it can lead them to be very critical, especially of adults if they don't think that adults are living up to those idealized standards

Hypocrisy

can articulate high principles but have difficulty practicing them, may pretend to be what they aren't

Pseudostupidity

over-analyze and over-think, make things harder than they need to be which can lead to them becoming overwhelmed > Teens think everyone is obsessed with them if they are obsessed with themselves > can lead to them being self-conscious or performative

Personal Fable

belief in the uniqueness of their own experience, sense of invulnerability and immortality > No one can understand what they are going through, no one has experienced YOUR problems before and no one can relate to you

Introspection

fascinated by own thoughts and feelings, replay them over and over > In their own head, self-critiquing

Epistemology

how we think about knowledge, what we know, how can we know?

Kuhn

says people move through stages of epistemologies

Absolutists

children, Assertions are facts, my truth is my external reality. They believe that everyone believes exactly what they believes and if you don't, then you are misinformed. If you think something differently from me, then you have the wrong information

Decision-making

as cognitive skills develop, adolescents learn to make better decisions

Metacognition

thinking about your own thinking > teens become more aware of their decisions, what influence those decisions, and what helps them make better decisions

Dual Process Theory

intuition over logic > even though they can make rational choices, they might go with intuition instead

Conservation

allows children to understand that various forms of matter remain constant in quantity (same amount of liquid in a short fat beaker vs tall thin beaker)

Centration

when young children (before they develop conservation) tend to focus on one specific aspect of an object (ex: length)

Horizontal Decalage

as aspect of cognitive development emerges in some domains but not others > youth are first able to conserve numbers, then matter, then weight, then volume

Hypothetical-deductive Reasoning

adolescents are able to create and test hypotheses (rather than solve through trial and error)

Complex Concepts

adolescents can be engage in complex and controversial topics because they are able to accept and discuss multiple opinions at one time

Schema

Piaget's thought that people have certain ways of seeing the world > when you encounter new experiences, they either fit into your schema, or you adjust your schema to accommodate the new experiences

Equilibrium

when new information is accommodated into the schema

Disequilibrium/Cognitive Dissonance

when learners encounter new information that contradicts what they already know, the new information can cause senses of discomfort which leads learners to try and resolve those conflicting feelings

Social Interaction

we build cognitive skills through interactions > especially true for language development, learning to read, speak, and use grammar

Zone of Proximal Development (ZPD)

people learn best with a skilled partner (peer, teacher) but the learning has to be within the ZPD

Scaffolding

a prompt or tool that serves as support to the person so they can learn new skills or information and can progress to increasingly more challenging tasks

Memory

storage of information that has been learned

Information Processing

the system that helps us remember information

The Sensory Register

when you encounter any type of stimulation through your senses

Short-Term Memory/Working Memory

the component of memory in which we temporarily store info that we are paying attention to

Phonological Loop

allows us to temporarily store small its of information

Visuospatial Sketchpad

allows us to temporarily hold and manipulate images

Central Executive

component that oversees all the processes involved in working memory, including how you pay attention and transfer new information into the long-term memory

Automaticity

the ability to engage in highly familiar tasks without exerting too much mental effort (ex> driving to work)

Long-Term Memory (LTM)

where we store vast amounts of information throughout or lives, capacity is unlimited

Declarative Knowledge

the knowledge of facts (ex: vocab words, symbols, capitals, names, rules)

Procedural Knowledge

how to do things (ex> ride a bicycle, bake a cake, work a laptop) > reliant on declarative knowledge

Conditional Knowledge

knowing when and how to use the other types of knowledge (ex> knowing to use a formula (conditional) in math class rather than PE)

Behaviorism

our behaviors are shaped by external factors

Operant Conditioning

we learn to behave as we operate in the world

Reinforcer

a consequence that strengthens subsequent behaviors

Positive Reinforcement

something good happens to the behavior repeats

Negative Reinforcement

when something negative goes away so the behavior repeats

Positive Punishment

something negative happens so the behavior stops

Negative Punishment

something good goes away so behavior stops

Continuous Reinforcement

after every desired response, important if learning new behavior

Intermittent Reinforcement

occasionally, if trying to maintain a behavior

Modelling

can acquire new skills through observation

Reinforcement

social responses to behavior (direct vs. vicarious)

Active Observation

Attention (notice the behavior), Retention (be able to retain the behavior), Reproduction (be able to imitate the behavior), Motivation (have to want to imitate the behavior)

Motivation

why people think and behave the way that they do

Intrinsic Motivation

comes from within a person or is inherent to the task itself > work on tasks because they find them enjoyable or interesting

Extrinsic Motivation

comes from external factors and is unrelated to the task itself > do tasks because they believe they will get a reward or a good grade, means to an end

Motivation to Learn

the tendency to find learning activities meaningful and worthwhile and to try and get the intended benefits from them

Expectancy-Value Framework

motivation is the result of both the degree to which students expect to be able to complete an activity successfully if they try, and the degree to which they value the activity (can I do this task and do I want to do this task)

Fixed Mindset

students view intelligence as fixed and unchanging >effort, mistakes, and challenge all indicate something about natural ability

Growth Mindset

students view intelligence as malleable and something that can change and develop over time with effort > students need to see a link between effort and performance

Intrinsic Value

enjoyment or liking activities in a certain domain

Importance Value

reverence for success in a given domain

Utility Value

perceptions that skills in a certain domain would be useful to other future endeavors

Cost

negatives associated with task involvement (ex: taking a lot of time and effort to take an honors level class)

Behavioral Approach

motivation is spurred through incentives and rewards (positive/negative reinforcement or punishment/reinforcement removal)

Humanistic Approach

motivation results from encouraging people's inner resources (ex: sense of confidence, self-esteem)

Cognitive Approach

motivation is a result of our thinking or how we interpret events

Attribution Theory

how we make sense of success/failure influences motivation

Locus

the cause internal or external to the person

Stability

can cause change

Controllability

can the individual control the case

Mastery (learning)

goal is to improve no matter how awkward you appear > tend to seek challenges and persist through difficulties

Performance (looking good)

care about demonstrating ability to others > doing things to look smart

Work-Avoidance

do things as quickly as possible without exerting much effort > feel successful when something is easy and don't have to work hard

Self-Efficacy

belief in our personal competency

Mastery-oriented

tend to value achievement and see ability as improvable > not afraid of failure because failing does not threaten their sense of competence and self-worth

Failure-Avoiding

lack a strong sense of their own competence and self-worth separate from their performance > protect themselves from failure

Failure-epting

decide they are incompetent > convinced their problems are due to low ability and give up