| 1. Discuss the Cognitive Developmental View of Adolescence |
| | 1.1. Piaget's Theory |
| | | 1.1.1. What is the nature of Piaget's theory of cognitive processes? |
| | | 1.1.2. What is a schema? |
| | | 1.1.3. What roles do assimilation and accommodation play in cognitive development? |
| | | 1.1.4. What did Piaget mean by equilibration? |
| | | 1.1.5. What are the names and defining characteristics of Piaget's four stages of cognitive development? |
| | | 1.1.6. How does an infant learn about the world in the sensorimotor stage? |
| | | 1.1.7. What happens in the preoperational stage? |
| | | 1.1.8. What are the characteristics of the concrete operational stage? |
| | | 1.1.9. What did Piaget mean by operations? |
| | | 1.1.10. What are the characteristics of conservation and classification? |
| | | 1.1.11. What are the characteristics of the formal operational stage? |
| | | 1.1.12. What is hypothetical-deductive reasoning? |
| | | 1.1.13. What are the distinctions between early formal operational thought and late formal operational thought? |
| | | 1.1.14. Describe variations in the timing and consistency of formal operational thinking. |
| | | 1.1.15. What were Piaget's main contributions to understanding cognitive development? |
| | | 1.1.16. What are the major criticisms of Piaget's theory? |
| | | 1.1.17. Who are the neo-Piagetians who expanded and modified Piaget's theory, and what were their contributions? |
| | | 1.1.18. Describe the kinds of cognitive changes that occur in adulthood. |
| | | 1.1.19. What are the characteristics of post-formal thought? |
| | | 1.1.20. How strong is the evidence for a fifth stage of cognitive development? |
| | 1.2. Vygotsky's Theory |
| | | 1.2.1. What is the main view of knowledge in Vygotsky's theory? |
| | | 1.2.2. What did Lev Vygotsky mean by the zone of proximal development (ZPD)? |
| | | 1.2.3. What are some of the implications of Vygotsky's theory for adolescent growth and development? |
| | | 1.2.4. What is the difference between a cognitive constructivist approach and a social constructivist approach? |
| | | 1.2.5. What are some of the differences in the view of Piaget and Vygotsky? |
| | | 1.2.6. What are some criticisms of Vygotsky's theory? |
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| 2. Describe the Information-Processing View of Adolescence |
| | 2.1. Characteristics of the Information-Processing View |
| | | 2.1.1. What, according to Robert Siegler, are the three main characteristics of the information processing approach to cognitive development? |
| | | 2.1.2. Describe the four mechanisms that work together to change adolescent cognitive skills. |
| | 2.2. Attention and Memory |
| | | 2.2.1. What is attention, and what are its important aspects? |
| | | 2.2.2. How does attention change with development? |
| | | 2.2.3. Define memory, and identify three important memory systems. |
| | | 2.2.4. What are the functions of short-term memory, and what is its role in problem solving? |
| | | 2.2.5. What is working memory, and how does it differ from short-term memory? |
| | | 2.2.6. How does working memory change with development? |
| | | 2.2.7. What is long-term memory, and how is it different from working memory? |
| | 2.3. Decision Making and Thinking |
| | | 2.3.1. How is older adolescents' decision making different from that of children, younger adolescents, and adults? |
| | | 2.3.2. What two strategies can be used to improve adolescent decision-making? |
| | | 2.3.3. What is critical thinking? |
| | | 2.3.4. What are the adolescent cognitive changes that allow improved critical thinking? |
| | | 2.3.5. What are Robert Sternberg's suggestions for teaching critical thinking? |
| | | 2.3.6. What is creativity? |
| | | 2.3.7. What is the difference between convergent thinking and divergent thinking? |
| | | 2.3.8. What are some strategies that can help adolescents become more creative? |
| | | 2.3.9. What is brainstorming and its relationship to creative thinking? |
| | 2.4. Expertise |
| | | 2.4.1. What are the differences between novices and experts? |
| | | 2.4.2. What are the characteristics of experts' memory and knowledge? |
| | | 2.4.3. How are motivation and deliberate practice related to expertise? |
| | 2.5. Metacognition and Self-Regulatory Learning |
| | | 2.5.1. What is metacognition? |
| | | 2.5.2. How is metacognition related to academic performance? |
| | | 2.5.3. How do learning strategies improve problem solving? |
| | | 2.5.4. How can adolescents develop better learning strategies? |
| | | 2.5.5. What is self-regulatory learning? |
| | | 2.5.6. What are five characteristics of self-regulatory learners? |
| | | 2.5.7. How is self-regulatory learning associated with academic performance? |
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| 3. Summarize the Psychometric/Intelligence View of Adolescence |
| | | 3.1.1. What does the psychometric/intelligence view emphasize? |
| | | 3.1.2. What did Huxley mean when he used the word intelligence? |
| | | 3.1.3. What is the traditional definition of intelligence? |
| | 3.2. Intelligence Tests |
| | | 3.2.1. What was the first valid intelligence test, and why was developed? |
| | | 3.2.2. What was Binet's concept of mental age (MA)? |
| | | 3.2.3. What is an intelligence quotient (IQ)? |
| | | 3.2.4. What is a normal distribution? |
| | | 3.2.5. What are the Wechsler scales, and what kind of IQ scores do they yield? |
| | | 3.2.6. How are the Wechsler and Stanford-Binet scales similar or different? |
| | | 3.2.7. Discuss the relationship between academic achievement, occupational success and intelligence test scores. |
| | | 3.2.8. What are the limitations of IQ scores, and what should be done to use intelligent tests effectively? |
| | 3.3. Multiple Intelligences |
| | | 3.3.1. Describe Spearman's two-factor theory of intelligence. |
| | | 3.3.2. What were the seven primary mental abilities in Thurstone's multiple-factor theory? |
| | | 3.3.3. How did Howard Gardner develop his theory of multiple intelligences? |
| | | 3.3.4. According to Howard Gardner, what are the eight types of intelligence? |
| | | 3.3.5. What are the implications of Gardner's theory of multiple intelligences? |
| | | 3.3.6. What are the components of Sternberg's triarchic theory of intelligence? |
| | | 3.3.7. According to Sternberg, how do adolescents with different triarchic patterns of intelligence look different in the classroom? |
| | | 3.3.8. What is emotional intelligence? |
| | | 3.3.9. What are the major criticisms of theory of multiple intelligences? |
| | 3.4. Controversies and Cultural/Ethnic Comparisons in Intelligence |
| | | 3.4.1. What is heritability? |
| | | 3.4.2. How are nature and nurture related to intelligence? |
| | | 3.4.3. What is the Flynn effect? |
| | | 3.4.4. What cultural differences exist in the meaning of intelligence? |
| | | 3.4.5. How can intelligence tests be culturally biased? |
| | | 3.4.6. What are the characteristics of culture-fair tests? |
| | | 3.4.7. How is ethnicity related to intelligence? |
| | | 3.4.8. What other factors interact with ethnicity as it relates to intelligence? |
| | | 3.4.9. What is stereotype threat? |
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| 4. Explain How Social Cognition Is Involved in Adolescent Development |
| | | 4.1.1. What is social cognition? |
| | 4.2. Adolescent Egocentrism |
| | | 4.2.1. What is adolescent egocentrism, and what types of thinking does it include? |
| | | 4.2.2. What is an imaginary audience? |
| | | 4.2.3. What is the personal fable? |
| | | 4.2.4. How is adolescent egocentrism related to behavior? |
| | 4.3. Perspective Taking |
| | | 4.3.1. What is meant by perspective taking? |
| | | 4.3.2. How is perspective taking linked to adolescent egocentrism? |
| | | 4.3.3. How does perspective taking promote adolescent development? |
| | 4.4. Implicit Personality Theory |
| | | 4.4.1. What is implicit personality theory? |
| | | 4.4.2. How do adolescents conceptualize an individual's personality differently than children do? |
| | 4.5. Social Cognition in the Rest of the Text |
| | | 4.5.1. What areas of adolescent development has the concept of social cognition influenced? |
