Physical and Cognitive Development in Adolescence PDF

Physical and Cognitive Development in Adolescence CHAPTER 11 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Learning O...

Physical and Cognitive Development in Adolescence CHAPTER 11 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Learning Objectives 11.1 Discuss the nature of adolescence 11.2 Describe the changes involved in puberty, as well as the changes in the adolescent brain 11.3 Identify adolescent problems related to health 11.4 Explain cognitive changes in adolescence 11.5 Summarize key aspects of how schools influence adolescent development © 2015 McGraw-Hill Education  Adolescence and Puberty  Adolescence Developmental transition that involves physical, cognitive, emotional, and social changes  Puberty Process that leads to sexual maturity or fertility © 2015 McGraw-Hill Education Adolescence as Social Construction  Concept is “made up” by culture  In traditional and preindustrial societies children entered the adult world when they matured physically or began a vocational apprenticeship  Today, adolescence is a global phenomenon  Most places adolescence lasts longer and is less clear cut than in the past © 2015 McGraw-Hill Education  Window on the World: Globalization of Adolescence  Adolescence is no longer a Western phenomenon  In many non-Western countries, adolescent boys and girls live in separate worlds  Puberty heightens preparation for gender roles  Cultural change is complex © 2015 McGraw-Hill Education  Puberty  Adrenarche  Between ages 6 and 9  Maturing of the adrenal glands  Production or androgens (DHEA)  Gonadarche  Maturing of the sex organs  Girls: ovaries increase estrogen  Boys: testes increase androgens © 2015 McGraw-Hill Education  Physical Changes of Puberty  Both males and females:  Growth spurt  Pubic hair  Deeper voice  Muscular growth © 2015 McGraw-Hill Education  Puberty Onset  Girls  Between ages 8 and 10  Boys  Between ages 9 and 11 © 2015 McGraw-Hill Education  Primary Sex Characteristics  Females  Males  Ovaries  Testes  Fallopian tubes  Penis  Uterus  Scrotum  Seminal vesicles  Vagina  Prostate gland © 2015 McGraw-Hill Education  Secondary Sex Characteristics  Females  Males o Breasts o Broad shoulders o Pelvis changes o Facial hair © 2015 McGraw-Hill Education  Adolescent Growth Spurt Arapid increase in height and weight  Typically lasts about two years  Results in common “gawkiness”  Teens become more concerned about their appearance © 2015 McGraw-Hill Education  Signs of Sexual Maturity  Spermarche  First ejaculation  Nocturnal emission (wet dream)  Average at age 13  Menarche  First menstruation (first period)  Average at age 12 ½ © 2015 McGraw-Hill Education  Influences on and Effects of Timing of Puberty A decrease in average age of pubertal onset  Possible explanations:  Higher standard of living/better nutrition  Overweight  Relationship with father  Pheromones © 2015 McGraw-Hill Education  Adolescent Brain  A “work in progress”  Immaturity of adolescent brain has led to questions of legal responsibility  Risk taking comes from two brain networks o Socioemotional network (i.e., peer influence) o Cognitive control network (responses to stimuli) © 2015 McGraw-Hill Education  Two Major Brain Changes  Growth spurt  Chiefly in frontal lobes  Reasoning, judgment, and impulse control  Gray matter growth  Continued myelination  Facilitates maturation of cognitive abilities © 2015 McGraw-Hill Education  Physical Activity  Exercise in adolescence is usually much less than in childhood  Only one-third of U.S. high school students engage in enough physical activity  U.S. adolescents exercise less than in previous generations and less than those other countries © 2015 McGraw-Hill Education  Sleep Needs  Average sleep declines to less than eight hours at age 16  Adolescentsneed more sleep than when they were younger  Still, many adolescents do not get enough sleep © 2015 McGraw-Hill Education  Sleep Patterns  Changes in circadian timing and melatonin may account for tendency to stay up late  School schedules are out of sync with biological rhythms  Tendency to be sleepy during the day and “sleep in” on weekends to make up for loss © 2015 McGraw-Hill Education  Nutrition  U.S. adolescents have less healthy diets than other industrialized countries  Fewer fruits and vegetables  More sweets, chocolates, and junk food © 2015 McGraw-Hill Education  Obesity/Overweight  U.S.teens are more likely to be overweight than their age-mates in industrialized countries—numbers tripled between 1980 and 2004  Average teen girl needs ~2,200 calories/day  Average teen boy needs ~2,800 calories/day © 2015 McGraw-Hill Education  Body Image  How one believes one looks  Concern most intense during adolescence  Pattern is more intense with females Normal increase in girls’ body fat  African American girls are more satisfied with their bodies than are white girls © 2015 McGraw-Hill Education  Anorexia Nervosa  Self-starvation  Distorted body image  Constantly dieting and believe they are fat  May cause irregularity or cessation of menstruation  Often good students and perfectionists © 2015 McGraw-Hill Education  Bulimia Nervosa  Bingingand undoing of caloric intake on regular basis  “Undo” calories by:  Self-induced vomiting  Excessive exercise  Laxatives or enemas  Diuretics  Dieting or fasting © 2015 McGraw-Hill Education  Treatment of Anorexia and Bulimia  Immediate goal is to get patient to eat and gain weight  Patients may be hospitalized if severely malnourished  Behavior therapy – reward eating  Cognitive therapy – change body image  Institutional settings and family therapy © 2015 McGraw-Hill Education  Drug Use and Abuse  Substance Use  Harmful use of alcohol or other drugs  Dependence or Addiction  Can be psychological or physiological  Especially dangerous for adolescents because of changing brain structures © 2015 McGraw-Hill Education  Trends in Drug Use  Nearly one half of U.S. adolescents have tried illicit drugs by the time they leave high school  Recent trend is abuse of nonprescription cough and cold medications  Binge drinking—consuming five or more drinks on one occasion © 2015 McGraw-Hill Education  Risk Factors for Drug Abuse  Difficult temperament  Poor impulse control and sensation seeking  Biochemical basis and/or family influence  Genetic predisposition or inconsistent parenting  Early and persistent behavior patterns  Peer rejection, alienation, or rebelliousness  Attitudes toward drug use and early initiation © 2015 McGraw-Hill Education  Common Adolescent Drugs  Alcohol  Marijuana  Tobacco © 2015 McGraw-Hill Education  Depression  Prevalence increases during adolescence  Occurs in 9% of children 12–17, only 40% treated  Girls more susceptible than boys  Can manifest as:  Sadness  Irritability  Boredom  Inability to experience pleasure © 2015 McGraw-Hill Education  Causes of Death in Adolescence  Vehicular Accidents  Leading cause of death among U.S. teens  Firearms  Homicide, suicide, and accidental deaths  One-third of all injury deaths  Suicide  4th leading cause of death among 15-19 year olds © 2015 McGraw-Hill Education Piagetian Cognitive Development: Formal Operations  A capacity for abstract thought  A more flexible way to manipulate information  Usually develops around age 11  Also has emotional implications “I hate exploitation.” © 2015 McGraw-Hill Education  Hypothetical-Deductive Reasoning  Problem-solving skills  Developing a hypothesis and an experiment to test it  Imagining relationships systematically  Piaget attributed acquiring this new skill to:  Brain maturation  Expanding environmental opportunities © 2015 McGraw-Hill Education  Evaluating Piaget’s Theory  Many late adolescents and adults (around one-third) are incapable of abstract thought  Fails to capture the role or context of the situation  The theory does not fully consider the role of metacognition © 2015 McGraw-Hill Education  Changes in Information Processing  Structural: changes in working memory capacity and increasing amount of knowledge stored in long term memory  Declarative  Procedural  Conceptual  Functional  Increased ability to obtain, handle, and retain information  Mathematical and scientific reasoning  Improved proficiency in drawing conclusions © 2015 McGraw-Hill Education  Language Development  Adolescents can discuss abstractions:  Love  Freedom  Justice  Frequently use such terms as:  However  Otherwise  Therefore © 2015 McGraw-Hill Education  Kohlberg’s Levels of Moral Reasoning Level Stage of Reasoning Punishment and Obedience Preconventional Instrumental Purpose and Exchange Approval of Others: “The Golden Rule” Conventional Social Concern and Conscience Contracts, Rights, and Democratic Postconventional Laws Universal Ethical Principles © 2015 McGraw-Hill Education  Evaluating Kohlberg’s Theory  Role of family influences  Validity for women and girls  Gilligan’s theory: An ethic of care  Cross-cultural validity © 2015 McGraw-Hill Education  Prosocial Behavior and Volunteer Activity  Alternative to Kohlberg’s justice system  Prosocial behavior increases from childhood through adolescence  Girls tend to show more prosocial behaviors than boys © 2015 McGraw-Hill Education  Influences on School Achievement  Self-efficacy beliefs  Parenting styles  Ethnicity  Peer influences  Gender © 2015 McGraw-Hill Education  School Influences on Achievement  What is the quality of the school?  Do students like their school?  Does the school tailor teaching to students’ abilities?  Does the school help students transition to college? © 2015 McGraw-Hill Education  Research in Action: Multitasking and Gen M  Impact of electronic media  Evidence against multitasking  Distracted driving © 2015 McGraw-Hill Education  Dropping Out of High School  3.4% of high school students dropped out during 2009–2010 school year  Students at greatest risk:  Low SES  Males  Hispanics  Students with low active engagement © 2015 McGraw-Hill Education  Factors That Promote Active Engagement at School  Family encouragement  Small class size  Warm and supportive school environment  Early education programs © 2015 McGraw-Hill Education  Influences on Students’ Goals  Parental attitudes toward academics  Gender and gender-stereotyping  The educational system  Are schools rewarding creativity? OR rote memorization? © 2015 McGraw-Hill Education  Guiding Non-College-Bound Students  Vocational counseling  Vocational training programs  Community colleges  On-the-job training © 2015 McGraw-Hill Education  Adolescents in the Work Place  Vast majority of adolescents employed at some time during high school  Two paths:  Accelerated path toward adulthood  Leisurely transition  More positive effects if working hours are limited and students also remain engaged in school activities © 2015 McGraw-Hill Education