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Adolescence: Personality Cognitive including Language.
- 2. What is adolescence? Adolescence is a transitional stage of physical and psychological human development. adolescence is most closely associated with the teenage years. Physical growth and cognitive development generally seen in adolescence, can also extend into the early twenties.
- 3. Personality Adolescence personality is influenced by Erik Ericksons psychosocial stages. Adolescence is characterized by identity vs role confusion.
- 4. •During adolescence (age 12 to 18 yrs), the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. •This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the
- 5. •During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society ("I don’t know what I want to be when I grow up") can lead to role confusion. Role confusion involves the individual not being sure about themselves or their place in society •In response to role confusion or identity crisis an adolescent may begin to experiment with different lifestyles (e.g. work, education or political activities). Also pressuring someone into an identity can result in rebellion in the form of establishing a negative identity, and in addition to this, feelings of unhappiness
- 6. Cognitive Development What is cognitive development?
- 7. •Cognitive development refers to the development of the ability to think and reason. Children (6 to 12 years old) develop the ability to think in concrete ways (concrete operations), such as how to combine (addition), separate (subtract or divide), order (alphabetize and sort), and transform (change things such as 5 pennies=1 nickel) objects and actions. They are called concrete because they are performed in the presence of the objects and events being thought about •Adolescence marks the beginning development of more complex thinking processes (also called formal logical operations) including abstract thinking (thinking about possibilities), the ability to reason from known principles (form own new ideas or questions), the ability to consider many points of view according to varying criteria (compare or debate ideas or opinions), and the ability to think about the process of thinking.
- 8. What cognitive developmental changes occur during adolescence?
- 9. During adolescence (between 12 and 18 years ), the developing teenager acquires the ability to think systematically about all logical relationships within a problem. The transition from concrete thinking to formal logical operations occurs over time. Each adolescent progresses at varying rates in developing his or her ability to think in more complex ways. Each adolescent develops his or her own view of the world. Some adolescents may be able to apply different logical operations(school&personal). When emotional issues arise, they often interfere with an adolescent's ability to think in more complex ways. The ability to consider possibilities, as well as facts, may influence
- 10. Language In the teenage years an adolescent is able to communicate like an adult with increasing maturity. The adolescent is able to use expressive (ability to express oneself) and receptive (ability to comprehend) language and can form complex sentence structures correctly. The adolescent is also able to understand abstract (complex) language.
Editor's Notes
- Adolescence is characterised by: Identity vs. Role Confusion
- During adolescence (age 12 to 18 yrs), the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-ex According to Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changesamine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the occupational Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity.
- Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity
- Cognitive development refers to the development of the ability to think and reason. Children (6 to 12 years old) develop the ability to think in concrete ways (concrete operations), such as how to combine (addition), separate (subtract or divide), order (alphabetize and sort), and transform (change things such as 5 pennies=1 nickel) objects and actions. They are called concrete because they are performed in the presence of the objects and events being thought about
- During adolescence (between 12 and 18 years of age), the developing teenager acquires the ability to think systematically about all logical relationships within a problem. The transition from concrete thinking to formal logical operations occurs over time. Each adolescent progresses at varying rates in developing his or her ability to think in more complex ways. Each adolescent develops his or her own view of the world. Some adolescents may be able to apply logical operations to school work long before they are able to apply them to personal dilemmas. When emotional issues arise, they often interfere with an adolescent's ability to think in more complex ways. The ability to consider possibilities, as well as facts, may influence decision-making, in either positive or negative ways.