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)
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.