1. Review Chapter 15: Cognitive Development in Adolescence Preview Chapter 16: Social and Emotional Development in Adolescence

2. Ch. 15: Cognitive Development Piaget Directions: Match each of the following terms with its correct description. _____ 1. Formal operational stage _____ 2. Hypothetico-deductive reasoning _____ 3. Propositional thought _____ 4. Imaginary audience _____ 5. Personal fable Descriptions: A. Adolescents’ ability to evaluate the logical of propositions without referring to real- world circumstances B. An inflated opinion of one’s own importance—a feeling of being special and unique C. Adolescents’ belief that they are the focus of everyone else’s attention and concern D. When faced with a problem, starting with a hypothesis, deducing logical, testable inferences, and then isolating and combining variables to see which inferences are confirmed in the real world E. The capacity for abstract, systematic, scientific thinking

3. Language development Why do teenagers use slang? a.It is a way to distinguish themselves from adults. b.They lack understanding of proper grammar. c.They have difficulty with the pragmatic side of language. d.It is faster and easier than speaking with proper grammar.

4. Immaturity in cognitive thinking Which of the following statements reflects the imaginary audience? a.“I don’t care if my new haircut is bad. I’m going to the party anyway.” b.“I can’t go to the party with a huge pimple on my cheek! Everyone will make fun of me!” c.“My parents don’t understand how hard school is for me!” d.“No one will care if I can’t afford a new dress for the prom. I’ll just wear the same one I wore last year.”

5. Gender differences in mental abilities Which of the following statements about gender differences in reading and writing achievement is true? a.Girls attain higher scores in reading and writing until adolescence, when boys start to outperform girls. b.The area of the brain where language is localized develops earlier in girls than in boys. c.Despite receiving more verbal stimulation from their mothers, boys lag behind girls in reading and writing achievement. d.The area of the brain where language is localized develops earlier in boys than in girls.

6. Gender differences in mental abilities Which of the following statements about sex differences in math abilities is true? a.Beginning in elementary school, boys consistently outperform girls in math achievement. b.The gender gap between boys and girls in math scores has grown in the past quarter-century. c.In most non-Western nations, adolescent girls outperform their male counterparts in math achievement. d.Boys start to outperform girls in math during early adolescence, when math concepts become more abstract and spatial.

7. School transitions Studies show that as a result of the transition from elementary school to middle or junior high school, a.girls’ self-esteem rises slightly, whereas boys’ drops to an all-time low. b.most young people feel more academically competent, and their liking for school and motivation increases. c.many young people feel less academically competent, and their liking for school and motivation declines. d.boys, but not girls, tend to report that teachers care less about them and stress competition more.

8. Periods of Vocational Development Fantasy period: – Early and middle childhood – Gain insight into career options Tentative period: – Ages 11 to 16 – Evaluate careers in terms of interests, abilities, and values Realistic period: – Late teens and early twenties – Exploration followed by crystallization: focusing on general vocational category, then settling on single career

9. Factors Influencing Vocational Choice Personality: Personality type influences career choice. Family: Vocational aspirations correlate strongly with parents’ jobs. Teachers: Teachers who offer encouragement and act as role models foster high career aspirations. Gender stereotypes: Career guidance programs are needed to promote girls’ aspirations, including interest in STEM fields.

10. Vocational Development During the fantasy period of vocational development, children a.gather information about possibilities that blend with their personal characteristics. b.tend to have career preferences that are very different from those of their parents. c.have career preferences based largely on familiarity, glamour, and excitement. d.begin to show an interest in the personal and educational requirements for different vocations.

11. Chapter 16 Erikson: Identity vs. Role Confusion Self Concept and Self Esteem Identity Statuses Moral Development Gender Development Adolescents and their Families Friendships