Karteikarten
Adolescent development & development across cultures
Karten in diesem Stapel (25)
- 1What is Adolescence?– Period between childhood and adulthood.
– Period of physical changes related to general maturity.
– Puberty: period of sexual maturity.
– Period of sexual, cognitive, social and emotional maturity.
– 10-19 YO (World Health Organisation). - 2Distinct biological period of Adolescence– Specific behaviours (e.g. risk-taking, self-consciousness and peer influence, selfregulation).
– Adolescent period in non-human animals - Similar behaviours to human adolescents
(e.g. risk taking, novelty seeking).
– Evident across history/cultures. - 3Elkind (1966) Adolescent egocentrism 1Move to formal operational thinking (Piaget):
• Abstract thinking.
• Insight in other’s minds and perspectives. - 4Egocentrism in ChildhoodOblivious to other people’s views
- 5Egocentrism in Adolescence- Aware of other people’s views BUT assume own views are universal
- Assume that is what is interesting to them is interesting to everyone - 6Elkind (1966) Adolescent Egocentrism Characteristics- Focus on Mental Life becomes excessive
- Illusion of transparency
- Imaginary Audience
- Self-Consciousness
- Personal Fable
- Private God
- Risk-Taking - 7Focus on Mental Life becomes excessive– Metacognition
– Awareness, reflection, preoccupation with own’s thoughts, feelings, inner world - 8Illusion of transparencyFeeling that everyone knows what you are thinking or feeling
- 9Imaginary Audience– Adolescent as the centre of attention
– Can be negative/positive - 10Self-ConsciousnessShame/seek privacy due to the constant feeling of being observed or criticised
- 11Personal Fable– Assumption to be centre of attention
→ Inflated notion of self importance
– Belief to be special/chosen, hence protected from harm - 12Risk-TakingSubstance abuse, dangerous activities, unprotected sex etc.
- 13Is there Evidence for Elkind’s theory?- Somerville et al. (2013)
- Weil et al. (2013)
- Alberts et al. (2007) - 14Somerville et al. (2013) - Self-Consciousness- Tested on 69 participants (ages 8-22)
- fMRI were told that a camera was EMBEDDED in the scanner
3 Conditions:
1. Off = Resting state
2. Warming up = Anticipation condition
3. On = Evaluation condition, monitored by same sex/age peer
Findings:
Adolescents:
– Reported greater feelings of embarrassment compared to children and adults
.
– Heightened levels of physiological response (skin conductance)
– Greater brain activation in areas related to social cognition and
emotion evaluation in adolescents (MPFC).
– More self-conscious compared to the other age groups. - 15Weil et al. (2013) - Metacognitive Abilities- Tested on 56 participants aged 11-14 years old
- Performed a PERCEPTUAL TASK (Gabor Patches)
- After each trial - rate how confident about their answer
Findings:
- Ability to identify accuracy levels (metacognitive ability) increased with age.
- Metacognitive ability may relate to increased egocentricity, sense of self and developing self-awareness.
- Females>Males (adolescents)
- 16Alberts et al. (2007) - Personal fable- Tested on 119 students (mean age = 13 years old)
- Measure - Personal Fable & Risk-taking
- Personal fable (2 scales):
– INVULNERABILITY e.g., “I know I get away with a lot of stuff other kids get in
trouble for”.
– SPECIALITY e.g., “When my parents or friends tell me that they know how I
feel, I don’t believe that they really do”.
Findings:
• Personal fable scores increased with age (pre-adolescentsfemales
• SIGNIFICANT POSITIVE CORRELATION between personal fable and risk taking - 17Risk-TakingDue to Social Influence & Brain Development
- 18Knoll et al. (2015) - Social influence on risk perception• N = 563 (children, adolescents and adults)
1. Rate riskiness of risk scenarios (e.g. crossing the street on a red light).
2. Shown ratings of other people (adolescents or adults).
3. Re-rate the risk scenarios
Findings:
– Initial Risk Ratings: Children > Adolescents = Adults
– Social influence:
• All age groups influenced by others
• Children and adults influenced more by adults
• Adolescents were more influenced by adolescents - 19Gardner and Steinberg (2005) - Peer influence on risk-taking- Driving simulation game
( Adolescents 13-16, youths 18-22, adults >24).
- Alone or in the presence of a peer
– Alone condition: all age groups took similar risks.
– Adolescents & Youths:
risk taking Peer condition > Alone condition.
– Adults:
risk taking Peer condition = Alone condition.
Consistent with:
– Idea that peer acceptance and fitting in (i.e. social factors) may play a CRUCIAL ROLE in risk-taking behaviour in adolescents.
– Real world data. - 20The Limbic System- Structures in the brain related
to emotion, memory, feelings of pleasure, reward might play a role:
- Hypersensitive in adolescence
- Higher reward sensitivity in adolescence might overshadow potential negative consequences
(personal fable?) - 21The dual system model (Steinberg, 2010)1) Prefrontal regions (Executive Function, planning, decision making)
still in development.
2) Limbic system hypersensitive
→ Risk-taking, sensation seeking, and sensitivity to reward
However, might be oversimplistic, not all findings agree with this model
- 22Nielsen, 2017; culture 1Western Educated Industrialised Rich Democratic (WEIRD) samples OVERREPRESENTED in developmental research
- 23Nielsen, 2017; culture 2< 3% of the participants from Central/South America, Africa, Asia, the Middle East, and Israel (85% of the world’s population)
- Our “knowledge” of children’s psychological development is based on
US, English Speaking and European data
- Not only the participants, the authors are mostly affiliated with WEIRD
universities too.
• Is this generalizable?
- If reporting about non-western/non-English data, often interpreted as
not generalizable
- 24Nielsen, 2017; culture 3• English language is the prominent scientific language
– If not fluent: difficult to read & write publications
– Critically evaluated/bias
• Western have MORE Access to journals
• Education/universities
• WEIRD samples considered ‘the norm’ - 25Summary• Adolescence:
– Numerous biological and hormonal changes that occur during adolescence seem to influence behaviour
– Heightened risk taking during that period may be due to a combination of
biological and social factors.
– Experimental evidence may explain adolescent egocentrism as described by Elkind.
– According to the dual system hypothesis, progressing into adulthood is related to brain changes and maturation.
• Most developmental research is based on WEIRD samples, and
done by WEIRD researchers, making the findings not directly generalizable to 85% of the world’s population
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- undergraduate Developmental psychology Karteikarten am Adolescent development & development across cultures, erstellt von Izati Saim am 20/01/2022.
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