adolescere - Wiktionary
Find your Latin beauty at the largest Latin dating site. Chat with over 3 million members. Join free today. Adolescence (from Latin adolescere, meaning 'to grow up') is a transitional stage of physical and psychological development that generally occurs during the. r ' Hermaphroditus ajt, Ngito date munera vesh-o, Denegat: illa premit; 37 5 gumn'j/"ariesqw yminduitur Crescendo jungi, pari-terque adolescere cernat.
During the synaptic pruning that occurs during adolescence, most of the neural connections that are pruned contain receptors for glutamate or other excitatory neurotransmitters. Dopamine is associated with pleasure and attuning to the environment during decision-making. During adolescence, dopamine levels in the limbic system increase and input of dopamine to the prefrontal cortex increases.
Serotonin is a neuromodulator involved in regulation of mood and behavior. Development in the limbic system plays an important role in determining rewards and punishments and processing emotional experience and social information.
Changes in the levels of the neurotransmitters dopamine and serotonin in the limbic system make adolescents more emotional and more responsive to rewards and stress. The corresponding increase in emotional variability also can increase adolescents' vulnerability. The effect of serotonin is not limited to the limbic system: Several serotonin receptors have their gene expression change dramatically during adolescence, particularly in the human frontal and prefrontal cortex.
This allows the individual to think and reason in a wider perspective. The age at which particular changes take place varies between individuals, but the changes discussed below begin at puberty or shortly after that and some skills continue to develop as the adolescent ages. The dual systems model proposes a maturational imbalance between development of the socioemotional system and cognitive control systems in the brain that contribute to impulsivity and other behaviors characteristic of adolescence.
One is the constructivist view of cognitive development. Based on the work of Piagetit takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspectivewhich derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.
Improvements in cognitive ability By the time individuals have reached age 15 or so, their basic thinking abilities are comparable to those of adults. These improvements occur in five areas during adolescence: Improvements are seen in selective attentionthe process by which one focuses on one stimulus while tuning out another.
Divided attentionthe ability to pay attention to two or more stimuli at the same time, also improves. Improvements are seen in both working memory and long-term memory. Adolescents think more quickly than children. Processing speed improves sharply between age five and middle adolescence; it then begins to level off at age 15 and does not appear to change between late adolescence and adulthood.
Adolescents are more aware of their thought processes and can use mnemonic devices and other strategies to think more efficiently. One manifestation of the adolescent's increased facility with thinking about possibilities is the improvement of skill in deductive reasoningwhich leads to the development of hypothetical thinking. This provides the ability to plan ahead, see the future consequences of an action and to provide alternative explanations of events.
It also makes adolescents more skilled debaters, as they can reason against a friend's or parent's assumptions. Adolescents also develop a more sophisticated understanding of probability. The appearance of more systematic, abstract thinking is another notable aspect of cognitive development during adolescence. For example, adolescents find it easier than children to comprehend the sorts of higher-order abstract logic inherent in puns, proverbs, metaphors, and analogies.
Their increased facility permits them to appreciate the ways in which language can be used to convey multiple messages, such as satire, metaphor, and sarcasm. Children younger than age nine often cannot comprehend sarcasm at all. Metacognition A third gain in cognitive ability involves thinking about thinking itself, a process referred to as metacognition. It often involves monitoring one's own cognitive activity during the thinking process. Adolescents' improvements in knowledge of their own thinking patterns lead to better self-control and more effective studying.
It is also relevant in social cognition, resulting in increased introspectionself-consciousnessand intellectualization in the sense of thought about one's own thoughts, rather than the Freudian definition as a defense mechanism. Adolescents are much better able than children to understand that people do not have complete control over their mental activity.
Being able to introspect may lead to two forms of adolescent egocentrism, which results in two distinct problems in thinking: These likely peak at age fifteen, along with self-consciousness in general. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic.
They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards codes of etiquette, not dating until a certain agea delineation that younger children do not make. This can lead to a period of questioning authority in all domains. Thus, it is during the adolescence-adulthood transition that individuals acquire the type of wisdom that is associated with age.
Wisdom is not the same as intelligence: Risk-taking Because most injuries sustained by adolescents are related to risky behavior car crashesalcohol, unprotected sexa great deal of research has been done on the cognitive and emotional processes underlying adolescent risk-taking.
In addressing this question, it is important to distinguish whether adolescents are more likely to engage in risky behaviors prevalencewhether they make risk-related decisions similarly or differently than adults cognitive processing perspectiveor whether they use the same processes but value different things and thus arrive at different conclusions. The behavioral decision-making theory proposes that adolescents and adults both weigh the potential rewards and consequences of an action. However, research has shown that adolescents seem to give more weight to rewards, particularly social rewards, than do adults.
Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin.
In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults.
Risktaking may also have reproductive advantages: Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan. Having unprotected sex, using poor birth control methods e. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring.
Stanley Hall The formal study of adolescent psychology began with the publication of G. Stanley Hall 's "Adolescence in ". Hall, who was the first president of the American Psychological Associationviewed adolescence primarily as a time of internal turmoil and upheaval sturm und drang. This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory.
He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment.
The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz inaimed to study the physical, intellectual, and social development of children in the Oakland area.
Data collection began in and continued untilallowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood.
Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up.
The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.
Some of the issues first addressed by this group include: During these years, adolescents are more open to 'trying on' different behaviours and appearances to discover who they are. Developing and maintaining identity in adolescent years is a difficult task due to multiple factors such as family life, environment, and social status.
The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable Studies done by the American Psychological Association have shown that adolescents with a less privileged upbringing have a more difficult time developing their identity.
Self-concept The idea of self-concept is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent and stable. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children they defined themselves by physical traits whereas adolescents define themselves based on their values, thoughts, and opinions.
For many, these distinctions are uncomfortable, but they also appear to motivate achievement through behavior consistent with the ideal and distinct from the feared possible selves. The recognition of inconsistent content in the self-concept is a common source of distress in these years see Cognitive dissonance but this distress may benefit adolescents by encouraging structural development. Sense of identity Egocentrism in adolescents forms a self-conscious desire to feel important in their peer groups and enjoy social acceptance.
Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity. Erikson's theory of stages of development includes the identity crisis in which adolescents must explore different possibilities and integrate different parts of themselves before committing to their beliefs.
He described the resolution of this process as a stage of "identity achievement" but also stressed that the identity challenge "is never fully resolved once and for all at one point in time". Trial and error in matching both their perceived image and the image others respond to and see, allows for the adolescent to grasp an understanding of who they are.
Researcher James Marcia developed the current method for testing an individual's progress along these stages.Dating Non-Latinos • Pero Like Ep. 6
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Adolescence - Wikipedia
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