Puberty comes from the Latin word "______" which means "____". The age of puberty becomes mature. The indiviaul becomes capable of sexual reproduction

-The physical transformation that a child experiences as sexual maturity is reached. In this stage, the child may be overly concerned with apperance and body image

Dr. William A. Marshall (1978), a professor at the University of London, defined the following chief physical changes that occur during puberty

three stages if puberty

This stage is initiated by the appearance of primary sexual characteristics and ends with the development of pubic hair. Menstruation may not yet occur among females.

individual's growth becomes faster. Males experience what is commonly known as "wet dreams, otherwise known as nocturnal emission. WebMD cites that this happens when a fluid containing the sperms is discharged while guys are asleep. Among females, this is when menarche or first menstruation happens.

At this stage, the sudden growth of adolescent stops. This is when fertility may occur among females.

refers to the progression of one’s ability to think and reason out

who created the four main stages of cognitive development

four stages of cognitive development

infants discover relationship between their bodies and the environment

objects are represented symbolically in the mind

child is concerned only with what happens and cannot consider possibilities that are nit real

child grows sith the ability to think hypothetically and abstractly

teenagers begin to think more complecly and logically, their mental and thinking processes include the following:

changes in cognitive development during adolescence

During this period, the adolescent make use of more complex thinking in personal decision making within his/her immediate environment- home and school. The early adolescent manifests the following: • Verbalizes formal logical operations in shool tasks • Questions school authortities and norms of society • Articulates own views on life matters such as physical attractiveness, parental authority, school regulations and government policies • Learns by trial and error • Begins creating abstract ideas about his/ her surroundings

This stage marks the use by the adolescent of more complex thinking processes to include more philosophical and futuristic concerns. It is at this stage that the middle adolescent demonstrates the following: • Questions more extensively • Formulates own norms or ethical standards • Explores options for own identity • Formulates plan for oneself • Applies organized thinking that influences relationships with others • Becomes sensitive to criticism

During this stage, the adolescent makes use of complex thinking processes that are less self- centered. The adolescent shows the following distinct characteristics during this transition: • Understands consequences of behavioral choices • Thinks about global concepts such as democracy, equality and justice • Expresses idealistic views on specific topics • May engage in debate and may seem to be intolerant of opposing views • Focuses on possible career • Thinks about future role in adult society

a practicing child and adolescent psychiatrist, states that there may be a biological basis for the increased risk taking and impulsivity in adolescence. The areas of the brain that are assosiciated with the capacity to evaluate risk and reward comprise one of the last regions to mature.

who sex differences in cognitive abilities

a clinical psychologist, maintains that males and females differ in terms of cognitive abilities. Some of their differences are the following:

sex differences in cognitive abilities

Sex hormones such as testosterone and estrogen can be mediating factors that spell group differencs in cognitive development.

certain cultural factors like gender attitudes and values may affect motivation.

sex differences in cognitive development are result of natural selection, adapation and genetic variation. According to Elizabeth Cashdan, an anthropologist at the University of Utah, “spatial skills are the largest cognitive sex difference known”.

Features of the community or society may affect sex diffrencees in terms of cognitive abilities

whi PSYCHOSOCIAL DEVELOPMENT IN ADOLESCENCE

A psychologist born in Frankfurt, Germany • known for psychosocial development theory • Based on this theory, asserts that the period of adolescence is the most challenging and turbulent stage

worldviews

This particular phase in life of an adolescent is referred to by Erikson as ______ , the break that a person takes to search for his/her identity.

erikson’s psychosocial stages

0-1 yrs In the first stage, babies learn whether or not they can trust the world around them.

1-3 yrs At this stage, toddlers start to develop independence. They want to do things on their own, like feeding themselves, dressing themselves, and making choices.

3-6yrs In this stage, children want to explore, play, and try new things. They begin to ask “Why?” and take initiative in their activities

6-12yrs This is the stage where children start going to school and learning new skills. They begin to compare themselves to others and develop a sense of competence.

12-18 During this stage, teenagers are figuring out who they are, what they believe in, and what they want to do in life.

18-40yrs In this stage, young adults are focused on forming close, intimate relationships, both romantic and friendships.

40-65 yrs During middle adulthood, people want to contribute to society and future generations, either through raising children, contributing to their communities, or succeeding in their careers.

65 and above final stage, reflect on their lives

PIAGET’S MORAL DEVELOPMENT THEORY

Justice and rules are conceived of as unchangeable properties of the world, removed from the control of the people. (4-7 years)

Becomes aware that rules and laws are created by people; in judging an action one should consider the actor’s intentions as well as consequences (10 years and older)

builds on the work of Piaget, but he goes deeper into how people reason about right and wrong as they grow.

Kohlberg suggested that moral reasoning develops in stages and follows a set pattern, progressing through three levels:

Pre-conventional Level

Children at this stage focus on avoiding punishment. They think something is wrong simply because it leads to a punishment. The idea of what is "right" is closely tied to obedience

At this stage, children begin to understand that different people have different perspectives. They also realize that rules can be exchanged for rewards. The focus is on

Conventional Level

Moral decisions are based on gaining approval from others. People want to be seen as "good" by family, friends, and society.

People believe in following rules and laws because they maintain social order. Doing one’s duty and respecting authority are important.

Post-Convetional Level

People recognize that laws exist for the greater good but also understand that laws can and should be changed if they are unfair.

Moral reasoning is based on universal human rights and personal conscience. People do what is right even if it means breaking laws or facing consequences