Adolescent Development Part 2 PDF

Adolescent development Part 2 PSGY1013 Developmental Psychology Dr. Shue Ling Chong 1  Main Questions Are experimental evidence consistent with Elkind’s theory? Are there any criticisms of Elkind’s theory? Can social factors influence adolescent behaviour?...

Adolescent development Part 2 PSGY1013 Developmental Psychology Dr. Shue Ling Chong 1  Main Questions Are experimental evidence consistent with Elkind’s theory? Are there any criticisms of Elkind’s theory? Can social factors influence adolescent behaviour? Can biological developmental changes explain certain characteristics and behaviours associated with adolescence? 2 Elkind (1967) Adolescent egocentrism Focus on mental life becomes excessive Illusion of transparency Personal fable Private God Risk-taking Imaginary audience Self-consciousness 3  Somerville et al. (2013) self-consciousness 69 participants (ages 8-22) completed fMRI scanning During the scan participants were told that a camera was embedded in the scanner. Didn’t complete any tasks 4  Somerville et al. (2013) self-consciousness Camera cycled through 3 settings (off, warming up, on) Off= resting state Warming up= Anticipation condition ON= Evaluation condition When camera was “on” participants were told that a peer of same age and sex was monitoring the camera feed. 5  Somerville et al. (2013) self-consciousness When thought they were observed, adolescents: Reported greater feelings of embarrassment compared to children and adults. Heightened levels of physiological response (skin conductance) 6  Somerville et al. (2013) self-consciousness Greater brain activation in areas thought to be related to social cognition and emotion evaluation in adolescents (MPFC). Adolescents were more self-conscious compared to the other age groups. Self-consciousness related to age-depended sensitivity of brain systems. 7  Metacognitive Abilities (Weil et al., 2013) focus on mental life Investigated how metacognitive ability (reflect on one’s thoughts and behaviours) develops in adolescence 56 participants (age: 11-41) performed a perceptual task (Gabor patches). After each trial they were asked to rate how confident they were that they chose the right answer. 8 Metacognitive Abilities (Weil et al., 2013) 9  Metacognitive Abilities (Weil et al., 2013) focus on mental life Ability to identify accuracy levels in the perceptual task (metacognitive ability) increased with age (young adolescents worst compared to late adolescents and adults). Metacognitive ability may relate to increased egocentricity, sense of self and developing self-awareness. 10  Personal fable (Alberts et al., 2007) 119 students (mean age= 13yo) Measures: personal fable and risk-taking Personal fable: 2 dimensions Invulnerability Speciality 11  Personal fable (Alberts et al., 2007) Example questions from the Personal fable questionnaire: Invulnerability: “I know I get away with a lot of stuff other kids get in trouble for” Speciality: “When my parents or friends tell me that they know how I feel, I don’t believe that they really do” 12  Personal fable (Alberts et al., 2007) Personal fable scores increased with age (adolescents scored higher compared to pre-adolescent students) Males scored higher than females in the invulnerability dimension of personal fable Significant positive correlation between personal fable and risk taking 13  Imaginary audience- Outdated theory? Numerous studies critique the Imaginary audience theory Imaginary audience is very real for adolescents (Bell & Bromnick, 2003). The “new look” model: imaginary audience and personal fable are adaptive coping mechanisms used by adolescents in their attempt to deal with the stressful developmental aim of separation-individuation (Galanaki & Christopoulos, 2011). 14  Imaginary audience- Outdated theory? Does not account for sex differences: Females might be more likely to have stronger social pressures & concerns, experience objectification, have more extreme focus on appearance and mental health issues (Zheng, 2019; Bell & Bromnick, 2003; Levpušček & Videc, 2008; Hankin, Mermelstein, & Roesch, 2007). 15 Why do adolescents engage in more risk- taking behaviours than children and adults? Social Influence Brain development 16  Social influence on risk perception (Knoll et al., 2015) 563 participants (children, adolescents and adults) were presented with some risk scenarios and asked to rate how risky those were (e.g. crossing the street on a red light). Participants were then shown ratings of other people for the same scenarios (teens or adults). Participants were then asked to re-rate the risk scenarios 17  Social influence on risk perception (Knoll et al., 2015)* Initial ratings Children rated scenarios as more risky compared to the other age groups Adolescents and adults did not differ in risk ratings 8 Children Adolescents Adults 7 6 5 4 3 2 1 0 18 Risk 1  Social influence on risk perception (Knoll et al., 2015)* Social influence All age groups influenced by others’ ratings Children and adults influenced more by adult ratings Adolescents were more strongly influenced by other adolescent ratings Children Adolescents Adults 10 8 Influence 6 4 2 0 19 “other adolescent” ratings “ other adult” ratings  Peer influence on risk taking- Gardner and Steinberg (2005) Three groups: Adolescents, youths and adults. Task: driving simulation game Participants completed the task alone or in the presence of a peer 20  Peer influence on risk taking- Gardner and Steinberg (2005)* Alone condition: all age groups took similar risks Peer condition: adolescents and young people took more risks compared to alone. Adults performance was the same. adolescents young adults adults 12 Number of crashes 10 8 6 4 2 0 Alone with Friends 21 Peer influence on risk taking- Gardner and Steinberg (2005) Findings consistent with the idea that peer acceptance and fitting in (i.e. social factors) may play a crucial role in risk-taking behaviour in adolescents. Findings in line with real world data. Adolescents more likely to take risks. 22 Think about this: As an adolescent did you engage in more risky behaviours when you were in a social situation compared to when you were alone? Did you observe similar changes in behaviour in your friends? 23  Risk-Taking and the limbic system Adolescents show higher risk-taking behaviour than children and adults* Show higher sensitivity to reward than adults Limbic system: collection of structures in the brain. Related to emotion, memory, feelings of pleasure, reward. Limbic system hypersensitive in adolescence Highest sensitivity to reward may overshadow potential negative consequences (could this be related to personal fable?) 24  Biological underpinnings of behaviour The dual-system model: Prefrontal regions associated with planning decision making, inhibitory control and general executive functioning still developing during adolescence. Hypersensitive limbic system in adolescents? 25 The dual system model (Steinberg, 2010) 26  The dual system model (Steinberg, 2010) Hypersensitive limbic system coupled with later maturation of prefrontal cortex may be responsible for adolescent behaviour This theory assumes that adolescent characteristics such as risk-taking, sensation seeking and sensitivity to reward are due to these brain development changes. Oversimplistic? Not all findings agree with this model 27