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The adolescent brain article review
Essay on teen brain
The adolescent brain article review
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Have you ever wondered why it is that as a child, you wouldn’t be embarrassed when it comes to wearing a halloween costume in public in the middle of june and other childish actions you couldn’t bare to do at the age you are now? The articles “Embarrassed? Blame Your Brain” and “Use It or Lose It: A good brain pruning” Explain the reasons why. Although these articles have differences, they both have an overall explanation as to why you’re more embarrassed as a teen than as a child or adult. Both articles give explanatory reasons for why your brain reacts the way it does. In the article “Embarrassed? Blame Your Brain” The author explains what happens when you feel wave of embarrassment.
In the essay “What’s Wrong With the Teenage Mind?” psychologist Alison Gopnik explores the issues surrounding young minds in today’s society and why they’re hitting puberty sooner and adulthood later. Gopnik suggest poor diet and lack of exercise could be a potential issues, she also presents various studies blaming brain circuitry and even speculating that the cause of today’s youth problematic mentality could be a result of an “evolutionary feature” in which humans have a prolonged childhood. Gopnik’s main concern about today’s adolescent mind, is a neurological one, Gopnik speculates that there’s an inability to sync their “control system” and their “crucial system”. Gopnik proposes a few solutions to the problem, such as more hands-on experience
As every child grows up in a different environment, not all have a safe one to grow up in and as a result everything that surrounds them becomes apart of the clarity that their mind incorporates and becomes apart of that child 's behavior of way. In terms of brain development children or teens often listen, and see what is around them, it is also said, by researchers of the National Institute of Health, that in recent studies that were made that in teen years massive loss of brain tissue...
Biological influences combined with societal and social expectations contribute to how well people learn to adapt to their environments (2013). According to Erikson, there are eight stages of development. Within these states, there are different psychological, emotional and cognitive tasks. In order to adjust, individuals must learn to develop these tasks. During adolescence, Erikson states that each person needs to navigate through the development task of ‘‘Identity vs. Identity confusion ’’ (2013). He defined this task by stating that adolescent children must learn to develop a sense of self and establish independence. Prior to this stage of development, a person’s parents largely influence their identity. In this stage the adolescent children begin to explore and develop their identity outside of their parents’ influence (Hill, Bromell, Tyson, & Flint, 2007). Adolescents are generally more egocentric at this stage and have an increased sense of self-consciousness. They also have a strong desire to conform to peer influence and develop concerns regarding their appearance. They develop concern about their level of competence in relation to their peer group as well. As peer influence increases, during this stage, parental influence decreases (Ashford & LeCroy, 2013; Hill et. al, 2007). Conflict generally increases between parent and child at this stage of development (2007).
Oswalt, algela “Mental, Emotinal Social changes through puberty –child&adolescent development: puberty”. Seven counties.org.edu.mark dombeck.seven countries services, inc, 2014.web.29Apr.2104.http://sevencounties.org/poc/view_doc.php?type=doc&id=38408&cn=1276>
McMahon’s “Inside Your Teenager’s Scary Brain” discusses how adolescent’s brains are delicate and can easily affect their development in a good or bad way, depending on the individual’s experiences. According to Jensen, a Harvard neuroscientist and senior neurologist at two Boston hospitals, “teenage years comprise one of the brain’s most critical periods of development”. She parallels her experiences with her own children with observations of teens in general. With new research continuing to surface, studies illustrate how susceptible juvenile’s brain are and how this could generate different techniques on how society, parents, and teachers handle them.
Further, brain imaging studies noted differences in scans of adolescents and adults while performing tasks. It was theorized that the differences in teens’ brains were the cause of the turmoil and the myth evolved to the belief that teenagers are less motivated and put less effort into tasks (Epstein, 2007)--some see them as rebellious and irresponsible. It is now known that turmoil is not an inevitable part of human development. The author argued that differences between the teen brain and adult brain scans are not necessarily evidence of immaturity, deficits in reasoning, intelligence, cognition, or in any other function of the brain. He states that the studies may indicate a correlation, but there is no evidence of causation. Further evidence that turmoil is not inevitable can be seen in studies of other industrialized nations.
Many teenagers are ruled by their emotions, this can lead to a very unhealthy social life. I feel that I am in almost total control of my emotions. If something evokes an emotion in me that I feel is inappropriate or exaggerated, I am able to simply tuck it away for the time being. I have developed a way of “saving” my emotions; I will have an emotion, stick it in the back of my mind, and later that night as I am asleep I will “dream it out”. With this method I am able to deal with my feelings however I want. Once I have dealt with my emotions in my dreams, I no longer feel the burden of them on my conscience.
Young people need more attention or acceptance from others comparing with people at other stages, as youths are experiencing a process of being adults. The formation of identity can be exemplified through fashion. Young people tend to establish their identities through the way they dress. As Hall,S (1997) stated, visible objects, like clothes may have a simple physical function, that is to cover the body and protect it from weather, however clothes also have a function which can double up as signs, which construct a meaning and carry a message. Fashion can also be a language that makes clothing possible become a self-communicative device at our disposal, plays a...
The Development of the human brains can affect our behavior in many ways. The teenage brain or adolescent brains does not process the
One major change to the brain during adolescence is that which affects an adolescents’ need for sensation seeking. Because of the changes in dopaminergic activity, rewards may seem even more rewarding to adolescents (Steinberg, 2009). This mixed with the idea of the personal fable can result in dangerous outcomes for the individual (Steinberg, 2011, p. 62). The addition of peers to a vehicle while driving significantly increases the risk of an automobile accident. Considering this along with the research rega...
3). By drawing on more advanced biological knowledge of the brain’s activities in different areas, Storbeck and Clore (2007) concluded that the visual cortex could actually identify subliminal stimuli (which is regarded as a kind of cognitive activities) without its being consciously aware of by the subject. The only difference between a conscious and unconscious cognitive processing, they argued, was the strength of firing of the neurons which determined whether such information entered the subject’s consciousness, and leading to a more confident identification of the stimuli. Hence an unconscious processing doesn’t rule out cognitive activities and implies a preferential processing of affective components. Furthermore, they argued that amygdala was not the essential part in the mere exposure effect by citing the case of a patient GY whose amygdala has been severed from his visual cortex (Greve & Bauer, 1990) yet who was still shown to have the mere exposure effect. Therefore, they concluded that emotion and cognition should be treated as interdependent faculties functioning alongside with each other. This advocate was supported by a later meta-analytical review of the brain basis of emotion (Lindquist, Wager, Kober, Bliss-Moreau, & Barrett,
n.d. - n.d. - n.d. The adolescent brain: Beyond raging hormones. Retrieved November 30, 2013, from http://www.health.harvard.edu/blog-extra/the-adolescent-brain-beyond-raging-hormones.
Emotion is the “feeling” aspect of consciousness that includes physical, behavioral, and subjective (cognitive) elements. Emotion also contains three elements which are physical arousal, a certain behavior that can reveal outer feelings and inner feelings. One key part in the brain, the amygdala which is located within the limbic system on each side of the brain, plays a key role in emotional processing which causes emotions such as fear and pleasure to be involved with the human facial expressions.The common-sense theory of emotion states that an emotion is experienced first, leading to a physical reaction and then to a behavioral reaction.The James-Lange theory states that a stimulus creates a physiological response that then leads to the labeling of the emotion. The Cannon-Bard theory states that the physiological reaction and the emotion both use the thalamus to send sensory information to both the cortex of the brain and the organs of the sympathetic nervous system. The facial feedback hypothesis states that facial expressions provide feedback to the brain about the emotion being expressed on the face, increasing all the emotions. In Schachter and Singer’s cognitive arousal theory, also known as the two-factor theory, states both the physiological arousal and the actual arousal must occur before the emotion itself is experienced, based on cues from the environment. Lastly, in the cognitive-mediational theory
Juveniles are usually concerned with the psychical appearance because since they experience this abruptic changes in a short period of time. One example is facial acne in juveniles. Physical changes create dissatisfaction in adolescents and because this might have an effect in their behavior. Moodiness is one example of this transition,, this is clearly influenced by the increase of hormones. The authors states that “Adolescents are often thought to be extraordinarily moody, moving from joy to sadness to irritation to anger over the course of a morning or afternoon (Cvanaugh & Kail, 2014, p.221). The physical changes will have consequences into the adolescents’ emotional state. Juveniles usually have lack of self-esteem because they don’t how they look like especially when they compare their body with other people. In addition, the affective states might be connected into the adolescent’s behavior. Many teenagers might be rebellious to their parents because they want to seek independence or feel that their actions correct. The Teenagers’ rebellious actions are directed into egocentric emotional and behavioral state. This might have an impact to the juvenile’s cognitive process and reasoning when trying to make a
Adolescence is the bridge between childhood and adulthood. It is the place in development for a transition. In this time period, adolescent’s social life and relationships develop. Social development occurs throughout a person’s whole lifetime. Social development in adolescence marks the beginning of independence, selective interactions, and conformity. This the time where family relationships can be put to the test as well as seeking independence and adult acknowledgment from parents. Due to the development of the brain in regards to plasticity, adolescences are discovering and trying out new things. They are also viewed as risk takers. Social development in adolescence is important because any decision can lead to future consequences. I decided