51.1 – Define adolescence, and identify the major physical changes during this period.

2. 51.1 – Define adolescence, and identify the major physical changes during this period. Adolescence: the transition period from childhood to adulthood, extending from puberty to independence. • A “Carefree Time” versus G. Stanley Hall’s “Storm and Stress” • Trends today? • How is your adolescence different than my adolescence? • How is your adolescence different than your parents adolescence? • Cultural differences?

3. 51.1 – Define adolescence, and identify the major physical changes during this period. Physical Development • Adolescence begins with puberty - sexual maturation. Puberty occurs earlier in females (11 years) than males (13 years). Primary sex characteristics reach full maturity during this period • Sexual Development • Growth spurt • Girls (age 10); boys (age 12) • Puberty generally occurs (on average) two years after the initial growth spurt • Pubescence • The two-year span preceding puberty during which the changes leading to physical & sexual maturity take place • Secondary sex characteristics begin to develop during this period

4. 51.1 – Define adolescence, and identify the major physical changes during this period.

5. 51.1 – Define adolescence, and identify the major physical changes during this period. Brain Development • Characteristics of the Teenage Brain • Volume of white matter increases; significant growth of myelin sheath • Leads to enhanced conductivity & connectivity in the brain • Volume of gray matter decreases; synaptic pruning • Elimination of less-active synapses • Myelination & pruning are most pronounced in the frontal lobe/prefrontal cortex • “Executive control center” • Frontal lobe development lags behind the limbic system; not thought to be complete until the mid-20s

6. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Cognitive Development • Piaget’s Stage Theory • Formal Operational • Characteristics of Stage • Due to the continuing maturation of the frontal lobes, abstract and hypothetical thinking become possible • ***Not all adolescents use their formal operational thought processes equally well…

7. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Cognitive Development • Piaget’s Stage Theory • Characteristics of Adolescent Thought • Introspection • Hypocrisy • Personal Fable (form of egocentrism) • Type of thought common to most adolescents • The belief that they (+ their experiences) are unique and therefore, they are protected from harm/invulnerable • “You just don’t understand me, I’m different from you!” • “It can’t happen to me, I’m special!” • Imaginary Audience (form egocentrism) • Type of thought common to most adolescents • The belief that other people are just as concerned about their thoughts & characteristics as they themselves are

8. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Moral Development (Lawrence Kohlberg, 1973) • As with all developmental stage theories, the sequence is unvarying • Preconventional • Conventional • Postconventional • Adolescents & adults can be found in all 3 levels

9. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Moral Development (Lawrence Kohlberg, 1973) • Preconventional • Typical of very young children • Focused on self-interest; consequences determine morality • Obey rules to: (1) avoid punishment or (2) gain concrete awards • EXAMPLE • A child who steals a toy from another child & DOES NOT get caught does not see that action as wrong • (A: Punishment-Avoidance & Obedience) • (B: Exchange of Favors)

10. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Moral Development (Lawrence Kohlberg, 1973) • Conventional • Typical of older children, adolescents & most adults • Conformity is right; nonconformity is wrong • One upholds the law simply because it’s the law • EXAMPLE • A child criticizes his or her parent for speeding because speeding is against the law • (C: Good Boy/Good Girl) • (D: Law and Order)

11. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Moral Development (Lawrence Kohlberg, 1973) • Postconventional • (About 20% of the adult population) • Moral principles determined by the individual; may disagree with societal norms • Actions are judged “right” because they come from self-defined, basic ethical principles • EXAMPLE • A reporter who wrote a controversial story goes to jail rather than reveal the source’s identity • (E: Social Contract) • (F: Universal Ethical Principle)

12. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Moral Development (Lawrence Kohlberg, 1973)

13. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Moral Development (Lawrence Kohlberg, 1973) • Criticisms of Kohlberg’s Stage Theory • Carole Gilligan (1982) • Male-oriented; used only males in his study; proposed that men & women have different perspectives on morality • Men: actions that lead to a fair or just end • Women: actions that are nonviolent & hurt the fewest people • Biased against collectivist societies such as China and India • Kohlberg’s methods?

14. 51.2 – Describe adolescent cognitive and moral development, according to Piaget, Kohlberg, and later researchers. Moral Development (Lawrence Kohlberg, 1973) • Criticisms of Kohlberg’s Stage Theory • Moral Intuition: quick gut feelings, or affectively laden intuitions (Jonathan Haidt). • Moral Action: doing the right thing. • The moral package includes thinking, feeling, and doing the right thing. We teach empathy for others’ feelings, and the self-discipline needed to restrain one’s own impulses – to delay small gratifications now to enable bigger rewards later. In doing so we become more socially responsible, academically successful and productive.