1. Chapter 4 Opener

2. Figure 4.1 Changes in gray matter density in different regions of the brain

3. Figure 4.2 Progressive myelination of cortex with age

4. Figure 4.3 Myelin sheath coating axon

5. Figure 4.4 Areas of the prefrontal cortex involved in the use of rules of increasing complexity

6. Figure 4.5 Not all parts of the brain mature at the same rate

7. Figure 4.6 Risky driving when playing the game “Chicken,” either alone or with peers present

8. Figure 4.7 Piaget’s chemical solutions task

9. Box 4.1 In More Depth: Science Project

10. Photo, p. 110 Abstract concepts are meaningful only to students who have reached a certain level of cognitive development

11. Photo, p. 114 Most middle school and junior high school students need a lot of hands-on activities

12. Figure 4.8 Piaget’s conservation of volume task

13. Photo, p. 116 These adolescents contradict Piaget’s assumption that once formal thought emerges, individuals think logically all the time

14. Photo, p. 118 Does practicing the guitar develop intelligence?

15. Figure 4.9 Percentage of individuals and intelligence classifications at different points from the mean IQ of 100

16. Box 4.3 Research Focus: A sequential design

17. Figure 4.10 Example of a type of item in the picture arrangement subtest of the WAIS–R, a previous version of the WAIS–II

18. Photo, p. 122 Will standardized performance tests fully reveal this young woman’s abilities?

19. Photo, p. 123 Are males more logical and females more intuitive?

20. Photo, p. 125 This young woman searches her memory during a spelling competition

21. Photo, p. 127 Automaticity enables this adolescent to easily scan the instructions for this project

22. Photo, p. 128 These dancers illustrate Howard Gardner’s bodily-kinesthetic intelligence

23. Photo, p. 129 Science requires adolescents to put what they learn in class to the test

24. Photo, p. 130 Adolescents, more so than children, are aware of what they don’t know

25. Photo, p. 131 Adolescents assume that everyone is as preoccupied with them as they are with themselves

26. Photo, p. 133 (1) With early adolescence, these girls begin to relate to each other in new ways

27. Photo, p. 133 (2) During some discussion, this father may realize that his son’s arguments are better constructed and more difficult to refute