Tcps

1. Hypothetico-Deductive Reasoning (Pg 566)---When adolescents are faced with a problem, they start with a hypothesis about variables that might affect an outcome, deduce logical, testable inferences, and systematically isolate and combine variables to see which inferences are confirmed. 2. Propositional Thought (Pg 567)--Young adults can evaluate the logic of verbal statements without referring to real-world circumstances. 3. Follow-Up Research on Formal Operational Thought(Pg 567)---children find it more difficult than adolescents to inhibit activation of certain knowledge. They are not able to draw conclusions from premises rests on the rules of logic, and not on real-world information. 4. How Scientific Reasoning Develops (Pg 570)---Metacognitive understanding is at the heart of scientific reasoning according to researchers. Adolescents and adults vary in scientific reasoning skills. Adolescents develop reasoning skills in a similar step-by-step fashion on different types of tasks. In each type of task, adolescents mastered component skills in sequential order by expanding their metacognitive awareness. 5. Self-Consciousness and Self-Focusing (Pg 571)--- The development of complex, effective thinking leads to dramatic revision in the way adolescents see themselves, others, and the world in general. His or her ability to reflect on their own thoughts, combined with the physical and psychological changes they are undergoing, means that they think more about themselves. 6. Imaginary Audience (Pg 572)---When an adolescents' belief that they are the focus of everyone else's attention and concern. As a result the adolescent become extremely self-conscious, sometimes going to great lengths to avoid embarrassment. 7. Personal Fable (Pg 572)---This is a second cognitive distortion. When teenagers are sure that others are observing and thinking about them, they develop an inflated opinion of their own importance. 8. Idealism and Criticism (Pg 573)---This leads a teenager to construct grand visions of a perfect world with no injustice, discrimination, or tasteless behavior. Idealism and criticism has its advantages. Once an adolescent come to see other people as having both strengths and weaknesses, they have a much greater capacity to work constructively for social change and to from positive and lasting relationships. 9. Mathematical Abilities(Pg 575)---Sex differences in math skills are apparent by first grade. Girls depend on concrete manipulative to solve basic math problems where boys more often mentally represents numbers and rapidly retrieve answers from memory. 10. Vocabulary and Grammar (Pg 577)---Adolescent add a variety of abstract words to their vocabulary. They also learn to master irony and sarcasm. Figurative speech in the form of proverbs improves greatly. They also use more elaborate grammatical construction. 11. Dropping Out (Pg 585)---About 10% of U.S. and Canadian young people leave high school without a diploma. The dropout rate is high among boy than girls. Young adults without upper secondary education have a much lower literacy score than high school graduates and lack the skill valued by employers in today's knowledge-based economy. 12. Factors Related To Dropping Out (Pg 586)---Many dropouts show a pattern of disruptive behavior and poor achievement. Some have few behavior problems but have academic difficulties. Family background can also contribute to dropping out. Academically marginal students who drop out have school experiences that undermine their chances of success. The dropout rate among urban minority teenagers are influenced by young people's observation and experiences of discrimination, which strengthen their conviction that finishing school will not bring them greater vocational and financial rewards. 13. Prevention Strategies (Pg 587)---The best way to prevent school dropout is to address the academic and social problems of at-risk students beginning in elementary school and to improve parent involvement. There are several strategies related to success. They are remedial instruction and counseling that offer personalized attention, high-quality vocational education, efforts to address the many factors in students' related to leaving school early and participation in extracurricular activities. 14. Selecting a Vocation (Pg 589)---Theorist say that young people move through several stages of vocational development. The first being fantasy period where the person fantasize about the career through make believe. The second being tentative period in which a person thinks about a career in more complex ways, evaluating vocational options in terms of of their interests, abilities, and values, and finally realistic period in which a person focus on a general vocational field and experiment with it for some time before settling on a single occupation. 15. Factors Influencing Vocational Choice (Pg 589)---People are attracted to occupations that complement their personalities. The investigative person would be someone who enjoys working with ideas, the social person likes to interact with people, the realistic person prefers real-world problems and work with objects, the artistic person look s toward an artistic field such as writing and music, the conventional person likes well-structured tasks and the enterprising person is adventurous, persuasive and a strong leader.