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the brain development during adolescence age essay
summary explaining the teen brain
adolescent brain
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Since neuroscience has formulated many hypothesis about the human brain development through constant research efforts and continue work on past predecessors theories in the effort to expound upon these theories on how the brain grows at critical ages in our lives that affects our cognitive capabilities to think, memory, mood, and our reactions to multiple situations in our life developmental stages during adolescence. In the Public Broadcasting Service (PBS) Frontline six video series “Inside the Teenage Brain” covers how the teenage brain goes through extensive changes during puberty and how two critical waves of development are different between the initial growth spurts and pruning phases during the what is called “In utero” that is most …show more content…
In reference to the brain, the gray matter (thinking) continues grow with the synapse and pruning processes during infancy brain cells growth like a tree as well. However, the main difference is the development of the prefrontal cortex of the brain. This part of the brain develops and starts growth development with production of synapses connections enables the teenager to control the brain by formalizing judgment, organization, planning, memory, strategizing, and modulating mood during the thickening brain gray matter. This internal development occurs during the average age of 11 or 12 timeline when puberty hits. A natural biological clock for boys and girls what termed as the “building-up stage”, but this puberty is not always on time it can occur before or later in life according Dr. Giedd and other colleagues. This period of development stated by John Bruer the author of “The Myth of the First Three Years” heeds a cautious about the adolescents frontal lobes as well not being fully developed with continuous brain structure that are changing is well-defined as the sensitive periods for adolescence. This period enhances heightened opportunities …show more content…
Some the stereo- types placed upon teenagers with the misconception of the feeling of being invulnerable. According to Laurence Steinberg research about teenage brain processing with risk taking had no more risk initiative than adults. However, Steinberg placed emphasis on teenagers cognitive ability to rationalize the use of words and phrases used to described risk such as “probability”, “likely”, or “very low chance” truly understand what the consequences are by manipulating the use of words and truly understanding the content at risk with their actions. Steinberg noted that several other researchers placed the emotional and contextual influences on risk taking by teenagers with the developmental phase of logical reasoning that are heavily influenced by peer pressure, impulsivity, orientation of the now rather than to the future or reward seeking. This reward seeking or sensation seeking is in the pursuit of experience that are novel or exiting to the teenagers “Thrill Seeker” that emotional arousal can either positively or negatively that are influenced usually by their peers that is most common with some form of delinquency, drinking, or e involved in reckless behavior faced with the decision to be part of the in group or not that affects their social identity and acceptance. Overall, teenagers have the cognitive
Further research indicates that a person's intellectual capacity is at its greatest during these years. So much so that it could be compared to that of a full grown adult. The brain acts as a sponge soaking up all the information around it, learning as much as it can. “Adolescents and adults seem to engage different parts of their brain to different extents…” Thought the intellectual ability of a teen can match that of an adult does not mean that they think and interpret things the same. While performing tasks such as solving different problems and test, studies show that, when compared side by side, teens use different parts of the brain to different extents then the adult. This is due to the fact that the brain is still “Under Construction”. Therefore teen must use different parts of the brain for the same task as not all aspects of the brain are ready to handle some tasks, causing different results in different emotional and behavioral responses. This indicates the teen brain is still maturing
While being a teenager, physical and mental development occur. During this time of mental development, the introduction of new emotions, habits, problems
...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.
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...
Social; sciences has changed the thinking of youth, and they have different views regarding different things. The process of adolescent development has influenced children ritually. As children develop, physical changes will be apparent to the casual observer. What is less obvious are the many important physiological and neurological changes occurring that will facilitate the other areas of development. During infancy and early childhood, children develop an incredible number of synapses, or branches that reach between neurons. Shortly after this fantastic cycle of growth, many of these synapses disappear. Those that are used more frequently remain. This pro...
The teenage brain is very divergent, when compared to the adults. The prefrontal cortex is still growing, gray matter begins to decrease, and myelin is increasing. The prefrontal cortex is responsible for thinking and judgement; containing 100 billion neurons, sending information from cell body to axon to the axon terminal by electrical pulses. Furthermore, gray matter is located in the prefrontal cortex of the brain. Gray matter is simply in control of just about everything. It has a lot to do with the nervous system. In addition, the matter directs sensory of the central nervous system to produce a response of chemical synapses. Gray matter along with white matter, similar to gray matter, but contains extended axons, makes up 3 pounds of
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
Adolescence is transition between childhood and adulthood (10-20 years old). Adolescent experiences numerous changes in brain structure, physical growth, cognition, emotional and social development. Numerous academic disciplines such as medicine, psychology and sociology, etc. researched and proposed theories in attempt to understand these developments and their impact on adolescents. Any theory provides representative assessment of a person’s
Child development is crucial throughout the early years, during this time the development of the brain occurs. The development of the brain contributes to the functioning of the body. The anatomy of the brain is made up of neurons and divided into four different lobes. The temporal, frontal, parietal, and occipital lobes control a variety of cognitive functions. The brain controls simple functions such as fine and gross motor skills, vision, and memory. According to Meadows (1993, p.263), at all sorts of levels in the brain there are programs for functions such as breathing, sleeping, and producing coherent language. Brain development in children is vital during the early years. During the early years, children brains are active enabling children to learn a variety of information. Many studies have been conducted and they have concluded a healthy lifestyle, physical activity, and exposing young children to a variety of education material assist with child development. The first few years of a child’s life is crucial as far as his intellectual as well as socio-emotional abilities are concerned (Bose, 2000).
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
Adolescence is a time when many teenagers are struggling to determine where they fit in the world. No longer a child, but not yet an adult, issues surrounding the decisions and rights of adolescents prove to be a difficult subject to tackle. Adolescents are gradually awarded various privileges such as the right to drive, smoke, and drink, meaning there is no clear defining moment when an adolescent is fully considered an adult. Because of this, research on adolescent brain development should be heavily considered when resolving issues surrounding the well being of adolescents.
The first two years of a humans life are bursting with biosocial, cognitive, and psychosocial development. In the first few weeks after conception to two years after birth a child’s brain experiences more growth than any other organ in the body. During the first two years of a child’s life the brain is very plastic and malleable. In order for children to continue down a path of success and learning there are certain experiences a child must have in order to develop normally. The First Two years of a child life is responsible for the foundation that is layed.
Brain Development is a nonstop development, we never stop learning so our brain isn’t going to just stop I mean well when it’s our time, but it won’t as long as you continue to learn and grow. The human brain begins to develop as early as three weeks after conception. But our brain development is a lifetime process. It doesn’t just stop developing at a certain age. There is a difference in brain development in children and adults the early life is impressionable then in the maturity aspect of life. This is a positive thing because as children they learn new thing they’re open to new and exciting things but then again it can be negative because children tend to be vulnerable to development problems. Our brain develops not only from nurture
During infancy, and childhood the body’s physical development changes at an increasingly speed. During infancy and childhood, growth does not occur at a steady rate (Carel, Lahlou, Roger, & Chaussain, 2004). As the child begins to become older, they are capable of controlling their attention and behavior. The child then begins to experience mood symptoms or disorders more than ever. Having control over the brain allows the child to have control over their
Brain development is reliant upon the experiences a person has in life. The brains way of changing in response to these experiences is called plasticity. According to O’Donnell, Et. Al, (2016, p 100) By simply stimulating and using the brain, this results in greater interconnectivity rather than lacking stimulation and disuse which causes pruning. Pruning is the brains way of shedding information it doesn’t need or use. O’Donnell, Et. Al., (2016, p 100) asserts the stimulation provided by education or experience, results in the connection of more and more neurons enhancing learning, brain development and cognitive development. As a result of brain development, changes in behaviour are expected. It can be argued these changes