By Eric Amsel, Judith Smetana

ISBN-10: 0521768462

ISBN-13: 9780521768467

This e-book explores the important significance of teens' personal actions of their improvement. This concentration harkens again to Jean Piaget's genetic epistemology and offers a theoretically coherent imaginative and prescient of what makes youth a particular interval of improvement, with special possibilities and vulnerabilities. An interdisciplinary and foreign crew of participants discover how teenagers combine neurological, cognitive, own, interpersonal, and social platforms points of improvement into extra equipped platforms.

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Additional resources for Adolescent Vulnerabilities and Opportunities: Developmental and Constructivist Perspectives

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Thorne and Shapiro make the latter point clear in their discussion of the narrative account of identity development. A careful read of their chapter reveals forms of cognitive coordinating activities in the development of self-narratives, including hypothetical reasoning (adopting others’ perspectives) and argument skills (defending against others’ (mis) interpretations of shared narratives). They also highlight a social form of coordinating activities between the self as narrator (William James’ I), and the self as experience (James’ me), whose past and present experiences must be merged into a coherent narrative.

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Trends in Neuroscience, 31, 361–370. (2008b). White matter matters. Scientific American, 298, 42–49. Flavell, J. (1963). The developmental psychology of Jean Piaget. New York: Van Nostrand Reinhold. , & Reid, D. (1981). The learning theory of Piaget and Inhelder. Austin, TX: Pro-Ed. Giedd, J. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021, 77–85. Giorgio, K. , et al. (2010). Longitudinal changes in grey and white matter during adolescence.

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Adolescent Vulnerabilities and Opportunities: Developmental and Constructivist Perspectives by Eric Amsel, Judith Smetana

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