C H A P T E R
2
The Science of
Adolescent
Development
Chapter Title
“Science refines everyday thinking.”
— Albert Einstein
German-Born American Physicist, 20th Century
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2
The Scientific Method
• Conceptualize the problem
• Collect information (data)
• Analyze data
• Draw conclusions
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3
Theory
• An interrelated, coherent set of ideas
that helps to explain and make
predictions
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4
Hypothesis
• Specific assumptions and
predictions that can be tested
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5
Psychoanalytic theories
• Freud
Personality Structure
Id
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Ego
Superego
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6
Psychoanalytic
Freud
– Defense Mechanisms
• Unconscious methods the ego uses to
distort reality and protect itself from anxiety
• Examples: Repression and Regression
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7
Psychoanalytic
Freud
Fig. 2.1
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8
Psychoanalytic
Revisions of Freud’s Theories
– Less emphasis on sexual motivations
– More emphasis on social aspirations
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9
Psychoanalytic
Fig. 2.3
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(Continued…)
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10
Psychoanalytic
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11
Cognitive
Piaget
Fig. 2.4
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12
Cognitive
Vygotsky
– Cognitive skills can be understood only
when they are developmentally
analyzed and interpreted
– Cognitive skills are mediated by words,
language, and forms of discourse
– Cognitive skills have their origins in
social relations
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13
Cognitive
Information Processing Theory
– How information is:
• Perceived
• Encoded
• Represented
• Stored
• Retrieved
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14
Behavioral
Skinner
– The scientific study of observable
behavior responses and their
environmental determinants
– Behavior is learned and often changes
according to environmental experience
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15
Social Cognitive
Bandura’s Social Cognitive Theory
Fig. 2.5
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16
Ecological, Contextual
Bronfenbrenner
– Microsystem
– Mesosystem
– Exosystem
– Macrosystem
– Chronosystem
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17
Eclectic Theoretical Orientation
Eclectic Theoretical Orientation
– Not following any one theoretical
approach, but rather selecting from
each theory whatever is considered the
best in it
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18
Descriptive Research
Observe and record behavior
– Observation
– Surveys and Interviews
– Standardized Tests
– Experience Sampling
– Physiological Measures
– Case Studies
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19
The Correlational Method
Describes the strength of the
relationship between two or more
events or characteristics
– Correlation Coefficient
• +1.00 to -1.00
– Negative vs. Positive
– Size of the number
– Correlation does not imply causation
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20
Correlational Research
Possible Explanations of Correlational Data
Fig. 2.10
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21
Random Assignment/Experimental Design
Fig. 2.11
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22
Time Span of Research
• Cross-sectional research
– Research that studies people all at one
time
• Longitudinal research
– Research that studies the same people
over a period of time, usually several
years or more
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23
Comparison and Cross-Sectional and
Longitudinal Approaches
Fig. 2.12
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24
The Field of Adolescent Development
Research
• Journals
–
–
–
–
–
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Journal of Research on Adolescence
Journal of Early Adolescence
Journal of Youth and Adolescence
Adolescence
Child Development
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25
Research Challenges
• Conducting Ethical Research
• Gender Bias
• Culture and Ethnic Bias
• Ethnic Gloss
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26
Being a Wise Consumer of Information
• Be cautious of what is reported in the
•
•
•
•
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popular media
Recognize the tendency to over generalize
a small or clinical sample
Be aware that a single study usually is not
the defining word
Remember that causal conclusions cannot
be drawn from correlational studies
Always consider the source of the
information and evaluate its credibility
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27
Taking it to the Net
• Master the material in this chapter by
visiting the Online Learning Center:
http://www.mhhe.com/santrocka11
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