Ch.14, Cognitive development in adolescence Flashcards
Why do more complex skills and thinking abilities emerge in adolescence?
researchers suggest that this is due to increases in processing speed and efficiency rather than as the result of an increase in mental capacity: just improvements in existing skills instead of gaining new ones
Cognitive empathy
ability to take the perspective of others
Steinburg
associates executive control with “ a braking system”: explains teenage risk taking behavior
Formal operational stage of cognitive development
asbtract thinking and hypothetical reasoning is acquired
Four requirements of piaget’s stages
- always happen in the same order
- no stage is ever skipped
- each stage is a significant transformation of the stage before it
- each later stage incorporated the earlier stages into itself
Hypothetical deductive reasoning
dveeloping hypotheses based on what might logicalluy occur
reaching formal operation, piaget
most people attain some degree pf formal thinking, but use this primarily in areas of their strongest interests
Elkind and expansions to piaget’s theory, imaginary audience, personal fabl.e
theorized that the physiological changes that occur during adolescence result in adolescents being primarily concerned with themselves: they believe that others are just as fascinated with their appearance
imaginary audience: believe they are always bein watched at all times, contributes to being self-conscious
personal fable: belief that one is invulnerable to harm “not me” phenomena
Pseudostupidity
approach problems at a level that is too complex and fail bc the tasks are simpler
Hypocrisy
pretending to be what you are not
Names of Kolhberg’s stages
Preconventional, stage 1: punisdhment and obedience orientation
Stage 2: instrumental relatavist orientation (if it feels good do it)
Conventional, Stage 3: good boy nice girl, do it for me
Stage 4:” law and order orientation
Postconventional Stage 5: social contract orientation, consensus of the people
Stage 6: universal ethical principles, what if everyone did that
Gilligan, Morality of Care
ideas center on a morality of care, or system of beliefs about human
responsibilities, care, and consideration for others, proposed three moral positions that
represent different extents or breadth of ethical care. Unlike Kohlberg, or Piaget, she does not
claim that the positions form a strictly developmental sequence, but only that they can be
ranked hierarchically according to their depth or subtlety. In this respect her theory is “semi-
developmental” in a way similar to Maslow’s theory of motivation
3 positions of morality, gilligan
Position 1: Survival Orientation Action that considers one’s personal needs only
Position 2: Conventional Care Action that considers others’ needs or preferences but no
one’s own
Position 3: Integrated Care Action that attempts to coordinate one’s own personal
needs with those of others
memory? pg 371 to 378?
Academic achievement predictive factors
interpersonal, intrapersonal, institutional