Adolescent development unit 1

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Adolescent period

The transitional period between childhood and adulthood involving biological, cognitive, and socioemotional changes

G. Stanley Hall

Proposed the ‘storm-and-stress’ view of adolescence as a turbulent period of development

Margaret Mead

Suggested adolescence is shaped more by sociocultural factors than biological changes

Inventionist view

Belief that adolescence is a sociocultural creation, shaped by factors like compulsory education

Cohort

A group of people born at similar time who share similar experiences

Millenials

Generation born between 1981 and 1996; more tolerant and media-savvy than previous generations

Adolescent Generalization Gap

Stereotypes based on a limited, often visible group of adolescents

Resilience

Positive adaptation and success despite adversity or risks

Nature vs Nurture

Debate on whether development is primarily driven by biology (nature) or environment (nurture)

Continuity vs. Discontinuity

Debate in whether development is gradual or marked by distinct stages

Early vs. Later Experience

Discussion and whether early life events or later experiences are more influential in development

Scientific Method

A method involving problem conceptualization, data collection, analysis, and drawing conclusions

Theory

A coherent set of ideas that explains phenomena and makes predictions

Hypothesis

A testable prediction derived from a theory

Freud’s Theory

Emphasizes psychosexual stages and the conflict between id, ego, and superego. oral stage (birth to 1 year), an@l stage (1 year to 3 years), phallic stage (3 years to 6 years), genital stage (puberty to adulthood), latent stage (6 years to puberty)

Erikson’s Theory

Describes development across 8 psychosocial stages throughout life. in order: trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generosity vs stagnation, ego integrity vs stagnation

Piaget’s Theory

Cognitive development through distinct stages from infancy to adolescence and onward. Children actively construct their understanding of the world through experience and interaction, rather than passively receiving information. There are 4 key stages: sensorimotor, preoperational, concrete operational, formal operational

Piaget’s sensorimotor stage

Birth-2 years. Understands world through senses and action

Piaget’s preoperational stage

2-7 years. Understands the world through language and mental images

Concrete operational

7-12 years. Understands the world through logical thinking and categories

Piaget’s formal operational stage

12 years and onward. Understands world through hypothetical thinking and scientific reasoning

Vygotsky’s Theory (aka Sociocultural Theory)

Cognitive development is shaped by social interaction and cultural context, highlighting the importance of learning through guided participation within a learner’s Zone of Proximal Development

Information Processing Theory

Development involves gradual improvements in how individuals process information. It likens the human mind to a computer, detailing how people acquire, process, store, and retrieve information. Explains how learning and memory process function through a series of stages, including sensory input, perception, encoding, storage, and retrieval

Skinner’s Operant Conditioning

Behavior is influenced by rewards and punishments. Positive consequences (reinforcement) are more likely to be repeated, while those followed by negative consequences (punishment) are less likely to be repeated

Bandura’s Social Cognitive Theory

Development is a dynamic interplay between behavior, cognition, and environment. It emphasizes that learning occurs through observation, limitation, and modeling, with cognitive processes like attention, memory, and motivation playing crucial roles

Brofenbronner’s Ecological Theory

Describes 5 environmental systems influencing development. Examines how environmental systems influence human development. It proposes that individuals are embedded within interconnected layers of environments, each impacting development in different ways

Eclectic Theoretical Orientation

Combines the best elements of various developmental theories

Naturalistic Observation

Observing behavior in real-world settings without manipulation

Standardized Test

Tests with uniform procedures to assess individual differences

Experiencing Sampling Method (ESM)

Participants report thoughts and feelings when prompted randomly

Case Study

An in-depth examination of a single individual

Correlational Research

Examines relationships between variables but cannot establish causality

Experimental Research

Involves manipulating variables to determine cause and effect

Independent Variable

The factor that is manipulated in an experiment

Dependent Variable

The factor that is measured in response to changes in the independent variable

Longitudinal Study

Tracks the same individuals over time to observe changes

Cross-sectional study

Compares individuals of different ages at one point in time