This article “Risk Taking in Adolescents” seeks to prove the that risk-taking characteristics amongst adolescents are attributed to developmental neuroscience. The author covers two basic things that help in motivating the review. He questions why there is an increase in risk-taking actions between the childhood and the adolescent ages. The main factor is the changes that occurs at puberty and the social-emotional changes in the brain that cause an increase of a reward seeking condition. Among the adolescents, this phenomenon mostly takes place in the presence of peers, and most cases have a remodeling of the brain on the dopaminergic system. Risk-taking only reduces as the adolescents develop into adulthood and as the brain cognitive systems take charge and are in control. The changes are such that they provide the capacity for the adult to have a higher capacity of self-regulation.
The writer refutes the risk taking researches, which provide false information as it does not support stereotyping adolescents as irrational individuals as being invulnerable due to unawareness or inattentive. They are also not concerned with the dangers that they put themselves through due to the risk behaviors. Risk taking occurs due to competition among the social-emotional and the networks for cognitive control. There is ample evidence in the developmental neuroscience, which shows risk taking as an interaction between brain networks such as the social-emotional network and behavioral science. Compared to adults adolescents do not necessarily consider the cost of the danger than they do the reward. The brain, at puberty, is more easily aroused, and risk becomes exiting. The cognitive control of an adult is very effective, which means that the b...
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...y likely to imitate the actions of their model. The findings reflect an image of what related research indicate.
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There has been tremendous research linking children’s behaviour to the behaviour of their parents. It is because children learn effectively through reinforcement. It is where they understand the good and the bad via the responses of their models to their behaviour. Rewards mean good conduct while punishment means bad behaviour. Such type of learning, combined with their high observations skills, turns their behaviour to conform to the behaviour of their models. It is why the present review of the research agrees with the findings and the conclusion of the study. It opines that the indeed children learn through observation and imitation and, for this reason, aggressive behaviour can readily transmit from their parents of the model to the children.
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
...ion Seeking. In V. F. Reyna, S. B. Chapman, M. Dougherty, & J. Confrey (Eds.), The Adolescent Brain Learning, Reasoning, and Decision Making (pp. 379-428). Washington, D.C.: American Psychological Association.
Similarly, going along with the prior rebuttal of the importance of differentiating juvenile’s characteristics and actions of that of an adult, science is compiling more evidence of its vitality. Many adults can look back and reminisce about an action he or she did when younger and say, “Wow I cannot believe I did that.” Science has proven the reason behind that is because an adolescent’s brain has not yet fully matured. Tsui states “Studies conclusively established that the brain of an adolescent is not fully developed, particularly in the area of the prefrontal cortex, which is critical to higher order cognitive functioning and impulse control” (645). The facts of scientific research need to be taken into consideration when distinguishing
As Paul Thompson states in his article Startling Finds on Teenage Brains from the Sacramento Bee, published on May 25, 2001, “.These frontal lobes,which inhibit our violent passions, rash action and regulate our emotions, are vastly immature throughout the teenage years.” He also says that “The loss[of brain tissue] was like a wildfire, and you see it in every teenager.”. This loss of brain tissue plays a role in the erratic behavior of teens, who cannot properly assess their emotions and thoughts. During this period of brain tissue loss, teens are unpredictable, adults do not know what their teen’s next move will be, teens themselves do not even know what their next move will be. As we grow our brains develop, therefore teen brains are not fully developed, so they cannot be held to the same standards as adults.
In a Ted Talk video by Adriana Galván “The teenage brain is really good at seeking out new experiences enjoying thrills and seeking out thrills.” That is because of the prefrontal cortex it is the part of the brain made for decision making and impulse control, because of that teens are more likely to seek out thrills than adults or children but that is because their lack of impulse control causes them to be reckless. In a Ted Talk video by Adriana Galván she mentions “that the brain matures and continues to do so” and “Your brain changes everyday and as you sit in this room your brain is reacting to my voice, to the person sitting next to you and your experiences ant the people you affiliate with shape the way your brain ultimately develops.” This means that although it is unsure if the brain keeps developing past the mid twenties it is a known fact that the brain constantly reacts and changes to the environment around it, which is completely different from the original belief of it over a decade ago. One example of the brains constant changes is in Romeo and Juliet when Friar Lawrence says “Holy Saint Francis, what a change is here! Is Rosaline, whom thou didst love so dear, So soon forsaken? Young men’s love then lies Not truly in their hearts, but in their eyes” (Act 2 Scene 2). Showing how
"The teenage brain is like a car with a good accelerator but a weak brake. With powerful impulses under poor control, the likely result is a crash.” (Ritter). An adolescent does not have complete power over their impulses, unlike fully developed adults. “The frontal lobe includes the prefrontal cortex, which controls executive functions like planning, decision-making, the expression of emotion, and impulse control. The prefrontal cortex may not be completely developed until a person is in his or her mid-twenties. This explains why adolescents have less impulse control than adults, are less able to think through the long-term consequences of their decisions, and are more susceptible to peer pressure. Does it make sense, then, to punish a youth in the same way we punish adults?” (Harris). The brain w...
Science supports the notation that the frontal lobe is not fully developed until an individual is in their late 20’s. One of the biggest concerns with juveniles is their impulsivity and lack of judgment, both of which are controlled by the prefrontal cortex. It is alarming to me to hold a juvenile fully accountable for their actions when unlike adults; part of their brain has not been fully developed. Biologically, they are not yet mature and their executive system is not full functioning. In addition to the profound physical changes of the brain, Deborah Yurgelun-Todd of Harvard University states that adolescents also undergo dramatic hormonal and emotional changes. For example, testosterone being one of the hormones that has the most dramatic effect on the body is closely associated with aggression and increases tenfold in adolescent boys (2004). Juveniles suffer from significant neurological deficits that may increase delinquency; therefore holding them to the same standards as adults is
The social learning theory of Bandura stresses the importance to learn and observe the behavior, reactions and emotions of people(Bandura). He believed that if humans only depended on learning from their own actions that learning would be “exceedingly laborious, not to mention hazardous.” People learn from others everyday in many different ways, from watching your parents to watching a tv commercial. We are always observing the way others act, whether we realise is or not. Individuals that are being observed and imitated are considered models. Models are not just famous people in ads, they can be your parents, peers, teachers, and characters on your tv. All of these models can provide an example for how a masculine and feminine person would behave. Although it isn’t always the case, people are more likely to imitate a same-sex person and probably someone who they think of as similar to themselves. The behaviors that the person imitates is usually either punished or reinforced. For example, If a little girl is playing with a stuffed animal nicely and someone compliments her, the girl is more likely to repeat this imitated behavior. Her behavior has been strengthened. The reinforcement can be external or internal ...
Juveniles are not mature enough or developed psychologically, and, therefore, do not consider the consequences of their actions. In the article, “Startling Finds on Teenage Brains” by Thompson,
The Development of the human brains can affect our behavior in many ways. The teenage brain or adolescent brains does not process the
...ok” into the brain without cutting open the skull and can see where information is actually being processed, it also helps with the understanding of how the brain works. This article has not only tied together how adolescents were viewed in the past as troublesome, crazy, kids that are driven by nature to an understanding why they act this way. It may be natural that they act the way they do because the brain is developing and maturing but they are not driven by nature.
Bandura, A., Ross, D., & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
It has been found that juvenile brains are not yet fully developed. The parts of the brain specifically still changing during the teen years include the brain circuitry involved in emotional responses and impulsive responses. Teen emotional reactions are intense and urgent (National Institute
Current theories of risk and rational decision making. Developmental Review, 28, 1–11. Steinberg, L. (2004). Risk taking in adolescence: What changes, and Why? Annals of the New York Academy of Sciences, 1021, 51-58.
The successful application of these theories have been very interdisciplinary in their use, being applicable in the development of disorders and even calculating spending patterns across social groups. Behaviorism and social learning have evolved beyond the original use of solely educational purposes. However, the effectiveness of the behaviorism theory has come into question as an educational approach., L’Ecuyer (2014) explains that the behaviorism approach, “emphasizes the accumulation of information (knowledge), on external behaviors (skills and mechanical habits) and their emotional and physical reactions in given situations, rather than on the person’s internal mental states, such as intentionality, which are much more complex (p.2). The article questions the modern effectiveness of the behaviorism approach on children. I have found that the theory of social learning when paired with the behaviorism theory is still very useful in education, even with the influx of modern technologies. At the very core, behaviorism, both classical and, seeks to explain why humans react to certain stimuli. Operant is more used in socially especially in child rearing, how to effectively discipline and child via reinforcement of positive behaviors or corporal punishment for negative behaviors is still a highly debated topic. Social learning can also heavily influence