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Javier E

What's Wrong With the Teenage Mind? - WSJ.com - 1 views

online.wsj.com/...3806504577181351486558984.html

adolescence teenage brain research development learning experience brain science psychology

shared by Javier E on 05 Feb 12 - Cached
  • What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness. Fortunately, developmental psychologists and neuroscientists are starting to explain the foundations of that weirdness.
  • The crucial new idea is that there are two different neural and psychological systems that interact to turn children into adults. Over the past two centuries, and even more over the past generation, the developmental timing of these two systems has changed. That, in turn, has profoundly changed adolescence and produced new kinds of adolescent woe. The big question for anyone who deals with young people today is how we can go about bringing these cogs of the teenage mind into sync once again
  • The first of these systems has to do with emotion and motivation. It is very closely linked to the biological and chemical changes of puberty and involves the areas of the brain that respond to rewards. This is the system that turns placid 10-year-olds into restless, exuberant, emotionally intense teenagers, desperate to attain every goal, fulfill every desire and experience every sensation. Later, it turns them back into relatively placid adults.
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  • adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults.
  • What teenagers want most of all are social rewards, especially the respect of their peers
  • Becoming an adult means leaving the world of your parents and starting to make your way toward the future that you will share with your peers. Puberty not only turns on the motivational and emotional system with new force, it also turns it away from the family and toward the world of equals.
  • The second crucial system in our brains has to do with control; it channels and harnesses all that seething energy. In particular, the prefrontal cortex reaches out to guide other parts of the brain, including the parts that govern motivation and emotion. This is the system that inhibits impulses and guides decision-making, that encourages long-term planning and delays gratification.
  • Today's adolescents develop an accelerator a long time before they can steer and brake.
  • Expertise comes with experience.
  • In gatherer-hunter and farming societies, childhood education involves formal and informal apprenticeship. Children have lots of chances to practice the skills that they need to accomplish their goals as adults, and so to become expert planners and actors.
  • In the past, to become a good gatherer or hunter, cook or caregiver, you would actually practice gathering, hunting, cooking and taking care of children all through middle childhood and early adolescence—tuning up just the prefrontal wiring you'd need as an adult. But you'd do all that under expert adult supervision and in the protected world of childhood
  • In contemporary life, the relationship between these two systems has changed dramatically. Puberty arrives earlier, and the motivational system kicks in earlier too. At the same time, contemporary children have very little experience with the kinds of tasks that they'll have to perform as grown-ups.
  • The experience of trying to achieve a real goal in real time in the real world is increasingly delayed, and the growth of the control system depends on just those experiences.
  • This control system depends much more on learning. It becomes increasingly effective throughout childhood and continues to develop during adolescence and adulthood, as we gain more experience.
  • An ever longer protected period of immaturity and dependence—a childhood that extends through college—means that young humans can learn more than ever before. There is strong evidence that IQ has increased dramatically as more children spend more time in school
  • children know more about more different subjects than they ever did in the days of apprenticeships.
  • Wide-ranging, flexible and broad learning, the kind we encourage in high-school and college, may actually be in tension with the ability to develop finely-honed, controlled, focused expertise in a particular skill, the kind of learning that once routinely took place in human societies.
  • this new explanation based on developmental timing elegantly accounts for the paradoxes of our particular crop of adolescents.
  • First, experience shapes the brain.
  • the brain is so powerful precisely because it is so sensitive to experience. It's as true to say that our experience of controlling our impulses make the prefrontal cortex develop as it is to say that prefrontal development makes us better at controlling our impulses
  • Second, development plays a crucial role in explaining human nature
  • there is more and more evidence that genes are just the first step in complex developmental sequences, cascades of interactions between organism and environment, and that those developmental processes shape the adult brain. Even small changes in developmental timing can lead to big changes in who we become.
  • Brain research is often taken to mean that adolescents are really just defective adults—grown-ups with a missing part.
  • But the new view of the adolescent brain isn't that the prefrontal lobes just fail to show up; it's that they aren't properly instructed and exercised
  • Instead of simply giving adolescents more and more school experiences—those extra hours of after-school classes and homework—we could try to arrange more opportunities for apprenticeship
  • Summer enrichment activities like camp and travel, now so common for children whose parents have means, might be usefully alternated with summer jobs, with real responsibilities.
  • Javier E on 05 Feb 12
     
    The two brain systems, the increasing gap between them, and the implications for adolescent education.
Javier E

Why Teenagers Act Crazy - NYTimes.com - 1 views

www.nytimes.com/...why-teenagers-act-crazy.html

adolescent fear conditioning learning psychology amygdala anxiety stimulants brain science

shared by Javier E on 01 Jul 14 - No Cached
  • there is a darker side to adolescence that, until now, was poorly understood: a surge during teenage years in anxiety and fearfulness. Largely because of a quirk of brain development, adolescents, on average, experience more anxiety and fear and have a harder time learning how not to be afraid than either children or adults.
  • the brain circuit for processing fear — the amygdala — is precocious and develops way ahead of the prefrontal cortex, the seat of reasoning and executive control. This means that adolescents have a brain that is wired with an enhanced capacity for fear and anxiety, but is relatively underdeveloped when it comes to calm reasoning.
  • the brain’s reward center, just like its fear circuit, matures earlier than the prefrontal cortex. That reward center drives much of teenagers’ risky behavior. This behavioral paradox also helps explain why adolescents are particularly prone to injury and trauma. The top three killers of teenagers are accidents, homicide and suicide.
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  • The brain-development lag has huge implications for how we think about anxiety and how we treat it. It suggests that anxious adolescents may not be very responsive to psychotherapy that attempts to teach them to be unafraid, like cognitive behavior therapy
  • should also make us think twice — and then some — about the ever rising use of stimulants in young people, because these drugs may worsen anxiety and make it harder for teenagers to do what they are developmentally supposed to do: learn to be unafraid when it is appropriate
  • up to 20 percent of adolescents in the United States experience a diagnosable anxiety disorder, like generalized anxiety or panic attacks, probably resulting from a mix of genetic factors and environmental influences.
  • This isn’t to say that cognitive therapy is ineffective for teenagers, but that because of their relative difficulty in learning to be unafraid, it may not be the most effective treatment when used on its own.
  • Fear learning lies at the heart of anxiety and anxiety disorders. This primitive form of learning allows us to form associations between events and specific cues and environments that may predict danger.
  • once previously threatening cues or situations become safe, we have to be able to re-evaluate them and suppress our learned fear associations. People with anxiety disorders have trouble doing this and experience persistent fear in the absence of threat — better known as anxiety.
  • Dr. Casey discovered that adolescents had a much harder time “unlearning” the link between the colored square and the noise than children or adults did.
  • adolescents had trouble learning that a cue that was previously linked to something aversive was now neutral and “safe.” If you consider that adolescence is a time of exploration when young people develop greater autonomy, an enhanced capacity for fear and a more tenacious memory for threatening situations are adaptive and would confer survival advantage. In fact, the developmental gap between the amygdala and the prefrontal cortex that is described in humans has been found across mammalian species, suggesting that this is an evolutionary advantage.
  • As a psychiatrist, I’ve treated many adults with various anxiety disorders, nearly all of whom trace the origin of the problem to their teenage years. They typically report an uneventful childhood rudely interrupted by adolescent anxiety. For many, the anxiety was inexplicable and came out of nowhere.
  • prescription sales for stimulants increased more than fivefold between 2002 and 2012. This is of potential concern because it is well known from both human and animal studies that stimulants enhance learning and, in particular, fear conditioning.
oliviaodon

Maturation of the adolescent brain - 1 views

www.ncbi.nlm.nih.gov/...PMC3621648

brain research science

shared by oliviaodon on 04 Nov 16 - No Cached
  • The adolescent population is highly vulnerable to driving under the influence of alcohol and social maladjustments due to an immature limbic system and prefrontal cortex.
  • Synaptic plasticity and the release of neurotransmitters may also be influenced by environmental neurotoxins and drugs of abuse including cigarettes, caffeine, and alcohol during adolescence.
  • Brain maturation during adolescence (ages 10–24 years) could be governed by several factors, as illustrated in Figure 1. It may be influenced by heredity and environment, prenatal and postnatal insult, nutritional status, sleep patterns, pharmacotherapy, and surgical interventions during early childhood.
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  • During adolescence, the neurocircuitry strengthens and allows for multitasking, enhanced ability to solve problems, and the capability to process complex information. Furthermore, adolescent brain plasticity provides an opportunity to develop talents and lifelong interests; however, neurotoxic insult, trauma, chronic stress, drug abuse, and sedentary lifestyles may have a negative impact during this sensitive period of brain maturation
  • oliviaodon on 04 Nov 16
     
    This is a very interesting, but technical, article on the maturation of the adolescent brain and external and internal factors affecting it. 
Javier E

Have Smartphones Destroyed a Generation? - The Atlantic - 0 views

www.theatlantic.com/...534198

smartphone generation social media psychology teen

shared by Javier E on 03 Aug 17 - No Cached
  • She told me she’d spent most of the summer hanging out alone in her room with her phone. That’s just the way her generation is, she said. “We didn’t have a choice to know any life without iPads or iPhones. I think we like our phones more than we like actual people.”
  • The arrival of the smartphone has radically changed every aspect of teenagers’ lives, from the nature of their social interactions to their mental health. These changes have affected young people in every corner of the nation and in every type of household
  • Around 2012, I noticed abrupt shifts in teen behaviors and emotional states. The gentle slopes of the line graphs became steep mountains and sheer cliffs, and many of the distinctive characteristics of the Millennial generation began to disappear. In all my analyses of generational data—some reaching back to the 1930s—I had never seen anything like it.
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  • the trends persisted, across several years and a series of national surveys. The changes weren’t just in degree, but in kind.
  • The biggest difference between the Millennials and their predecessors was in how they viewed the world; teens today differ from the Millennials not just in their views but in how they spend their time. The experiences they have every day are radically different from those of the generation that came of age just a few years before them.
  • it was exactly the moment when the proportion of Americans who owned a smartphone surpassed 50 percent.
  • theirs is a generation shaped by the smartphone and by the concomitant rise of social media. I call them iGen
  • Born between 1995 and 2012, members of this generation are growing up with smartphones, have an Instagram account before they start high school, and do not remember a time before the internet.
  • iGen’s oldest members were early adolescents when the iPhone was introduced, in 2007, and high-school students when the iPad entered the scene, in 2010. A 2017 survey of more than 5,000 American teens found that three out of four owned an iPhone.
  • . I had grown accustomed to line graphs of trends that looked like modest hills and valleys. Then I began studying Athena’s generation.
  • More comfortable in their bedrooms than in a car or at a party, today’s teens are physically safer than teens have ever been. They’re markedly less likely to get into a car accident and, having less of a taste for alcohol than their predecessors, are less susceptible to drinking’s attendant ills.
  • Psychologically, however, they are more vulnerable than Millennials were: Rates of teen depression and suicide have skyrocketed since 2011. It’s not an exaggeration to describe iGen as being on the brink of the worst mental-health crisis in decades. Much of this deterioration can be traced to their phones.
  • the twin rise of the smartphone and social media has caused an earthquake of a magnitude we’ve not seen in a very long time, if ever. There is compelling evidence that the devices we’ve placed in young people’s hands are having profound effects on their lives—and making them seriously unhappy.
  • But the allure of independence, so powerful to previous generations, holds less sway over today’s teens, who are less likely to leave the house without their parents. The shift is stunning: 12th-graders in 2015 were going out less often than eighth-graders did as recently as 2009.
  • Today’s teens are also less likely to date. The initial stage of courtship, which Gen Xers called “liking” (as in “Ooh, he likes you!”), kids now call “talking”—an ironic choice for a generation that prefers texting to actual conversation. After two teens have “talked” for a while, they might start dating.
  • only about 56 percent of high-school seniors in 2015 went out on dates; for Boomers and Gen Xers, the number was about 85 percent.
  • The decline in dating tracks with a decline in sexual activity. The drop is the sharpest for ninth-graders, among whom the number of sexually active teens has been cut by almost 40 percent since 1991. The average teen now has had sex for the first time by the spring of 11th grade, a full year later than the average Gen Xer
  • The teen birth rate hit an all-time low in 2016, down 67 percent since its modern peak, in 1991.
  • Nearly all Boomer high-school students had their driver’s license by the spring of their senior year; more than one in four teens today still lack one at the end of high school.
  • In conversation after conversation, teens described getting their license as something to be nagged into by their parents—a notion that would have been unthinkable to previous generations.
  • In the late 1970s, 77 percent of high-school seniors worked for pay during the school year; by the mid-2010s, only 55 percent did. The number of eighth-graders who work for pay has been cut in half.
  • Beginning with Millennials and continuing with iGen, adolescence is contracting again—but only because its onset is being delayed. Across a range of behaviors—drinking, dating, spending time unsupervised— 18-year-olds now act more like 15-year-olds used to, and 15-year-olds more like 13-year-olds. Childhood now stretches well into high school.
  • In an information economy that rewards higher education more than early work history, parents may be inclined to encourage their kids to stay home and study rather than to get a part-time job. Teens, in turn, seem to be content with this homebody arrangement—not because they’re so studious, but because their social life is lived on their phone. They don’t need to leave home to spend time with their friends.
  • eighth-, 10th-, and 12th-graders in the 2010s actually spend less time on homework than Gen X teens did in the early 1990s.
  • The time that seniors spend on activities such as student clubs and sports and exercise has changed little in recent years. Combined with the decline in working for pay, this means iGen teens have more leisure time than Gen X teens did, not less.
  • So what are they doing with all that time? They are on their phone, in their room, alone and often distressed.
  • despite spending far more time under the same roof as their parents, today’s teens can hardly be said to be closer to their mothers and fathers than their predecessors were. “I’ve seen my friends with their families—they don’t talk to them,” Athena told me. “They just say ‘Okay, okay, whatever’ while they’re on their phones. They don’t pay attention to their family.” Like her peers, Athena is an expert at tuning out her parents so she can focus on her phone.
  • The number of teens who get together with their friends nearly every day dropped by more than 40 percent from 2000 to 2015; the decline has been especially steep recently.
  • Eighth-graders who are heavy users of social media increase their risk of depression by 27 percent, while those who play sports, go to religious services, or even do homework more than the average teen cut their risk significantly.
  • The roller rink, the basketball court, the town pool, the local necking spot—they’ve all been replaced by virtual spaces accessed through apps and the web.
  • The results could not be clearer: Teens who spend more time than average on screen activities are more likely to be unhappy, and those who spend more time than average on nonscreen activities are more likely to be happy.
  • There’s not a single exception. All screen activities are linked to less happiness, and all nonscreen activities are linked to more happiness
  • Eighth-graders who spend 10 or more hours a week on social media are 56 percent more likely to say they’re unhappy than those who devote less time to social media
  • If you were going to give advice for a happy adolescence based on this survey, it would be straightforward: Put down the phone, turn off the laptop, and do something—anything—that does not involve a screen
  • Social-networking sites like Facebook promise to connect us to friends. But the portrait of iGen teens emerging from the data is one of a lonely, dislocated generation. Teens who visit social-networking sites every day but see their friends in person less frequently are the most likely to agree with the statements “A lot of times I feel lonely,” “I often feel left out of things,” and “I often wish I had more good friends.” Teens’ feelings of loneliness spiked in 2013 and have remained high since.
  • This doesn’t always mean that, on an individual level, kids who spend more time online are lonelier than kids who spend less time online.
  • Teens who spend more time on social media also spend more time with their friends in person, on average—highly social teens are more social in both venues, and less social teens are less so.
  • The more time teens spend looking at screens, the more likely they are to report symptoms of depression.
  • It’s not only a matter of fewer kids partying; fewer kids are spending time simply hanging out
  • Teens who spend three hours a day or more on electronic devices are 35 percent more likely to have a risk factor for suicide, such as making a suicide plan. (That’s much more than the risk related to, say, watching TV.)
  • Since 2007, the homicide rate among teens has declined, but the suicide rate has increased. As teens have started spending less time together, they have become less likely to kill one another, and more likely to kill themselves. In 2011, for the first time in 24 years, the teen suicide rate was higher than the teen homicide rate.
  • For all their power to link kids day and night, social media also exacerbate the age-old teen concern about being left out.
  • Today’s teens may go to fewer parties and spend less time together in person, but when they do congregate, they document their hangouts relentlessly—on Snapchat, Instagram, Facebook. Those not invited to come along are keenly aware of it. Accordingly, the number of teens who feel left out has reached all-time highs across age groups.
  • Forty-eight percent more girls said they often felt left out in 2015 than in 2010, compared with 27 percent more boys. Girls use social media more often, giving them additional opportunities to feel excluded and lonely when they see their friends or classmates getting together without them.
  • Social media levy a psychic tax on the teen doing the posting as well, as she anxiously awaits the affirmation of comments and likes. When Athena posts pictures to Instagram, she told me, “I’m nervous about what people think and are going to say. It sometimes bugs me when I don’t get a certain amount of likes on a picture.”
  • Girls have also borne the brunt of the rise in depressive symptoms among today’s teens. Boys’ depressive symptoms increased by 21 percent from 2012 to 2015, while girls’ increased by 50 percent—more than twice as much
  • The rise in suicide, too, is more pronounced among girls. Although the rate increased for both sexes, three times as many 12-to-14-year-old girls killed themselves in 2015 as in 2007, compared with twice as many boys
  • Social media give middle- and high-school girls a platform on which to carry out the style of aggression they favor, ostracizing and excluding other girls around the clock.
  • I asked my undergraduate students at San Diego State University what they do with their phone while they sleep. Their answers were a profile in obsession. Nearly all slept with their phone, putting it under their pillow, on the mattress, or at the very least within arm’s reach of the bed. They checked social media right before they went to sleep, and reached for their phone as soon as they woke up in the morning
  • the smartphone is cutting into teens’ sleep: Many now sleep less than seven hours most nights. Sleep experts say that teens should get about nine hours of sleep a night; a teen who is getting less than seven hours a night is significantly sleep deprived
  • Fifty-seven percent more teens were sleep deprived in 2015 than in 1991. In just the four years from 2012 to 2015, 22 percent more teens failed to get seven hours of sleep.
  • Two national surveys show that teens who spend three or more hours a day on electronic devices are 28 percent more likely to get less than seven hours of sleep than those who spend fewer than three hours, and teens who visit social-media sites every day are 19 percent more likely to be sleep deprived.
  • Teens who read books and magazines more often than the average are actually slightly less likely to be sleep deprived—either reading lulls them to sleep, or they can put the book down at bedtime.
  • Sleep deprivation is linked to myriad issues, including compromised thinking and reasoning, susceptibility to illness, weight gain, and high blood pressure. It also affects mood: People who don’t sleep enough are prone to depression and anxiety.
  • correlations between depression and smartphone use are strong enough to suggest that more parents should be telling their kids to put down their phone.
  • What’s at stake isn’t just how kids experience adolescence. The constant presence of smartphones is likely to affect them well into adulthood. Among people who suffer an episode of depression, at least half become depressed again later in life. Adolescence is a key time for developing social skills; as teens spend less time with their friends face-to-face, they have fewer opportunities to practice them
  • Significant effects on both mental health and sleep time appear after two or more hours a day on electronic devices. The average teen spends about two and a half hours a day on electronic devices. Some mild boundary-setting could keep kids from falling into harmful habits.
Javier E

The Evolving Teenage Brain - NYTimes.com - 0 views

parenting.blogs.nytimes.com/...the-evolving-teenage-brain

adolescence brain science

shared by Javier E on 04 May 12 - Cached
  • Why do teenagers “behave with such vexing inconsistency: beguiling at breakfast, disgusting at dinner; masterful on Monday, sleepwalking on Saturday?” David Dobbs has compiled the available scientific answers to that question masterfully in “Teenage Brains” for the May issue of National Geographic. Teenage brains, he says, are effectively bringing a new operating system online.
  • “as we move through adolescence, the brain undergoes extensive remodeling, resembling a network and wiring upgrade.”
  • This period of development, he writes, is also adaptive: it is perfect for “the job of moving from the safety of home into the complicated world outside.”
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  • Teenagers take more risks, this new view of the research shows, because risk-taking in adolescence has historically given them an adaptive edge. “Succeeding often requires moving out of the home and into less secure situations.” They prefer the company of other teenagers because they are designed to “invest in the future rather than the past.” And they perceive a social crisis as a threat to their very existence because, on a neural level, “our brains react to peer exclusion much as they respond to threats to physical health or food supply.”
  • Studies show that when parents engage and guide their teens  with a light but steady hand, staying connected but allowing independence, their kids generally do much better in life. Adolescents want to learn primarily, but not entirely, from their friends. At some level and at some times (and it’s the parent’s job to spot when), the teen  recognizes that the parent can offer certain kernels of wisdom — knowledge valued not because it comes from parental authority, but because it comes from the parent’s own struggles to learn how the world turns.
sissij

Pregnancy Changes the Brain in Ways That May Help Mothering - The New York Times - 0 views

www.nytimes.com/...pregnancy-brain-change.html

new york times brain science psychology

shared by sissij on 21 Dec 16 - No Cached
  • Pregnancy changes a woman’s brain, altering the size and structure of areas involved in perceiving the feelings and perspectives of others, according to a first-of-its-kind study published Monday.
  • The results were remarkable: loss of gray matter in several brain areas involved in a process called social cognition or “theory of mind,” the ability to register and consider how other people perceive things.
  • A third possibility is that the loss is “part of the brain’s program for dealing with the future,” he said. Hormone surges in pregnancy might cause “pruning or cellular adaptation that is helpful,” he said, streamlining certain brain areas to be more efficient at mothering skills “from nurturing to extra vigilance to teaching.”
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  • Pregnancy, she explained, may help a woman’s brain specialize in “a mother’s ability to recognize the needs of her infant, to recognize social threats or to promote mother-infant bonding.”
  • Researchers wanted to see if the women’s brain changes affected anything related to mothering. They found that relevant brain regions in mothers showed more activity when women looked at photos of their own babies than with photos of other children.
  • During another period of roiling hormonal change — adolescence — gray matter decreases in several brain regions that are believed to provide fine-tuning for the social, emotional and cognitive territory of being a teenager.
  • evidence against the common myth of ‘mommy brain.’
  • sissij on 21 Dec 16
     
    Our brain changes during our lifetime to better fit our need. The decrease in gray matter in brain during pregnancy enables mothers to learn mothering skills fasters and be more focused on their own child. This aligns with the logic of evolution because newborns need a lot of attention and care from their mother. I am also very surprised to see that the similar thing also happens to teenager. The decrease in gray matter gives plasticity for teenagers to absorb new knowledge. It's so amazing that our brain is actually adjusting itself in different stages of life. --Sissi (12/20/2016)
Javier E

Roots of Memory Aren't Fully Developed Until Adulthood - NYTimes.com - 1 views

www.nytimes.com/...06memory.html

memory brain science children adolescent

shared by Javier E on 10 Sep 11 - No Cached
  • Although memory performance generally improved with age, the ability to trace the source of a memory — evaluated by the second test — was particularly weak in children. Adolescents and adults performed equally well, but with a significant difference.
  • The participants wore electroencephalogram caps that measured their neural activity. Only adults showed a sophisticated pattern of activity when they were retrieving source memory information
  • when children and adolescents are asked to testify, the reliability of their source memory — for example, recalling the first time a certain person was encountered, and where — should be carefully questioned.
  • Richard Monari on 11 Sep 11
     
    That's insane!! Now, when the author says " the ability to remember the origin of memories," is he referring to the actual experience when information was received and the context it was in, or just the manner that the information was received, like the WOK? I'm still not clear on that.
Javier E

The Death of Adulthood in American Culture - NYTimes.com - 0 views

www.nytimes.com/...thood-in-american-culture.html

adult adolescence literature

shared by Javier E on 25 Mar 15 - No Cached
  • It seems that, in doing away with patriarchal authority, we have also, perhaps unwittingly, killed off all the grown-ups.
  • , the journalist and critic Ruth Graham published a polemical essay in Slate lamenting the popularity of young-adult fiction among fully adult readers. Noting that nearly a third of Y.A. books were purchased by readers ages 30 to 44 (most of them presumably without teenage children of their own), Graham insisted that such grown-ups “should feel embarrassed about reading literature for children.”
  • In my main line of work as a film critic, I have watched over the past 15 years as the studios committed their vast financial and imaginative resources to the cultivation of franchises (some of them based on those same Y.A. novels) that advance an essentially juvenile vision of the world. Comic-book movies, family-friendly animated adventures, tales of adolescent heroism and comedies of arrested development do not only make up the commercial center of 21st-century Hollywood. They are its artistic heart.
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  • At sea or in the wilderness, these friends managed to escape both from the institutions of patriarchy and from the intimate authority of women, the mothers and wives who represent a check on male freedom.
  • What all of these shows grasp at, in one way or another, is that nobody knows how to be a grown-up anymore. Adulthood as we have known it has become conceptually untenable.
  • From the start, American culture was notably resistant to the claims of parental authority and the imperatives of adulthood. Surveying the canon of American literature in his magisterial “Love and Death in the American Novel,” Leslie A. Fiedler suggested, more than half a century before Ruth Graham, that “the great works of American fiction are notoriously at home in the children’s section of the library.”
  • “The typical male protagonist of our fiction has been a man on the run, harried into the forest and out to sea, down the river or into combat — anywhere to avoid ‘civilization,’ which is to say the confrontation of a man and woman which leads to the fall to sex, marriage and responsibility. One of the factors that determine theme and form in our great books is this strategy of evasion, this retreat to nature and childhood which makes our literature (and life!) so charmingly and infuriatingly ‘boyish.’ ”
  • What Fiedler notes, and what most readers of “Huckleberry Finn” will recognize, is Twain’s continual juxtaposition of Huck’s innocence and instinctual decency with the corruption and hypocrisy of the adult world.
  • we’ve also witnessed the erosion of traditional adulthood in any form, at least as it used to be portrayed in the formerly tried-and-true genres of the urban cop show, the living-room or workplace sitcom and the prime-time soap opera. Instead, we are now in the age of “Girls,” “Broad City,” “Masters of Sex” (a prehistory of the end of patriarchy), “Bob’s Burgers” (a loopy post-"Simpsons” family cartoon) and a flood of goofy, sweet, self-indulgent and obnoxious improv-based web videos.
  • we have a literature of boys’ adventures and female sentimentality. Or, to put it another way, all American fiction is young-adult fiction.
  • The bad boys of rock ‘n’ roll and the pouting screen rebels played by James Dean and Marlon Brando proved Fiedler’s point even as he was making it. So did Holden Caulfield, Dean Moriarty, Augie March and Rabbit Angstrom — a new crop of semi-antiheroes
  • We devolve from Lenny Bruce to Adam Sandler, from “Catch-22” to “The Hangover,” from “Goodbye, Columbus” to “The Forty-Year-Old Virgin.”
  • Unlike the antiheroes of eras past, whose rebellion still accepted the fact of adulthood as its premise, the man-boys simply refused to grow up, and did so proudly. Their importation of adolescent and preadolescent attitudes into the fields of adult endeavor (see “Billy Madison,” “Knocked Up,” “Step Brothers,” “Dodgeball”) delivered a bracing jolt of subversion, at least on first viewing. Why should they listen to uptight bosses, stuck-up rich guys and other readily available symbols of settled male authority?
  • That was only half the story, though. As before, the rebellious animus of the disaffected man-child was directed not just against male authority but also against women. I
  • their refusal of maturity also invites some critical reflection about just what adulthood is supposed to mean. In the old, classic comedies of the studio era — the screwbally roller coasters of marriage and remarriage, with their dizzying verbiage and sly innuendo — adulthood was a fact. It was inconvertible and burdensome but also full of opportunity. You could drink, smoke, flirt and spend money.
  • The desire of the modern comic protagonist, meanwhile, is to wallow in his own immaturity, plumbing its depths and reveling in its pleasures.
anonymous

'Kid 90' and the Days When Even Wild TV Teens Had Privacy - The New York Times - 0 views

www.nytimes.com/...punky-brewster-real-world.html

shared by anonymous on 27 Mar 21 - No Cached
  • ‘Kid 90’ and the Days When Even Wild TV Teens Had Privacy
  • A documentary from Soleil Moon Frye, star of “Punky Brewster,” and a reunion of “The Real World” remind us that Gen X didn’t curate themselves for mass consumption.
  • Sometimes I remember the clunky devices of my youth — the boxy Polaroid cameras, the bricklike car phones, the shrill answering machines, the pagers that could be made to spell an angular, all-caps “BOOBS.”
  • ...22 more annotations...
  • Revisiting your youth culture when your own youth has mostly fled is an exercise in estrangement and mild humiliation, like running into your therapist at Victoria’s Secret.
  • “We didn’t know what it was going to be,” the journalist and activist Kevin Powell, one of the original roommates, says in the first episode of “Homecoming.” “We were just ourselves.”
  • by agreeing to the constant presence of producers and cameras, were the harbingers of today’s culture, in which self-image is shaped in the expectation of a lens and personhood collates with brand identity.
  • Moon Frye seems to have known every other child star in Los Angeles and its outlying counties: Sara Gilbert, Emmanuel Lewis, Brian Austin Green, Mark-Paul Gosselaar, Joey Lawrence, Jenny Lewis (hilarious) and at least a dozen more.
  • These were children valued less for who they were and more for the fandom and ads they could generate, the tickets they could sell
  • Today, that’s everyone with an Instagram account, potentially.
  • “Kid 90” also reminds us that until pretty recently, the dumb things teenagers wore and the dumber things they did and said didn’t have an afterlife, because there were few ways to record them and even fewer ways to disseminate those recordings.
  • I was, unconvincingly, so many people as a teenager — a rebel, a sophisticate, a drama nerd, a go-getter, a witch.
  • The comedy of adolescence is that it’s practice for adulthood. The tragedy is that adolescents practice on one another
  • I’m unutterably grateful that my own mortifications — lines like, “I’m not a feminist, I’m really more like a humanist,”
  • Moon Frye seems to have also struggled with her image and with how the industry treated her when her body began to diverge from Punky’s
  • In an agonizing section of the documentary, she talks about going through puberty, developing breasts and being seen, at 13 and 14 years old, only for bimbo-esque roles.
  • Peers called her Punky Boobster.
  • “It’s hard when you’ve got boobs and you can’t work in this business,”
  • What if the business is the problem and not children’s bodies?
  • She wanted serious roles, so at 15, she had breast reduction surgery.
  • A crucial aspect of adolescence is performance
  • I could try on a persona for size and then return it, tags on
  • There was no social media then and no one wanted me on any reality series, so I never had to curate a self before I had one.
  • What would I have done for likes? What would that have made me?
  • Like Moon Frye and a lot of girls with big feelings and poetic inclinations, I kept diaries as a teenager. I’ve never gone back and read them. Why? I’m afraid that I might be embarrassed by my younger self or that she might be embarrassed by boring, wine-mom me
  • But I hope we’d get along. And then we could take a kiss-face selfie together, filter it, Facetune it, post it with some cute caption and watch the little hearts roll in.
margogramiak

Low-income preschoolers exposed to nurturing care have with higher IQ scores later on -... - 0 views

www.sciencedaily.com/...201218152721.htm

shared by margogramiak on 17 Jan 21 - No Cached
  • Preschoolers living in impoverished communities who have access to a nurturing home environment have significantly higher intelligence quotient (IQ) scores in adolescence compared to those raised without nurturing care.
  • Preschoolers living in impoverished communities who have access to a nurturing home environment have significantly higher intelligence quotient (IQ) scores in adolescence compared to those raised without nurturing care.
    • margogramiak
      margogramiak on 17 Jan 21
       
      In class, we've talked about the effects of economic and emotional states growing up.
  • hey found that prenatal and early life adversities matter throughout life.
    • margogramiak
      margogramiak on 17 Jan 21
       
      Of course they do! How could they not? In Spanish, we learned about the "circle of poverty," which definitely applies here.
  • ...5 more annotations...
  • They also found that being raised in a nurturing environment could significantly counteract the detrimental effect of early adversities on IQ and help children achieve their full intellectual potential.
    • margogramiak
      margogramiak on 17 Jan 21
       
      I think "feeling loved" and "feeling like you are enough" is a hug contributor to success. If you are told you can do something, you are much more confident than if you are told you can't, obviously.
  • A nurturing environment also led to better growth and fewer psycho-social difficulties in adolescence, but it did not mitigate the effects of early adversities on growth and psycho-social difficulties."
    • margogramiak
      margogramiak on 17 Jan 21
       
      Interesting.
  • one in five children are raised in poverty and 15 percent do not complete high school, with higher rates for children in Black and Hispanic families.
    • margogramiak
      margogramiak on 17 Jan 21
       
      These are very impactful stats.
  • Parents want to provide nurturing environments and we need to help them." She said this includes interacting with young children in a positive way such as reading children's books from the library, singing songs together, and playing games with numbers and letters. Children who engage in age-appropriate chores with adult supervision like picking up toys and clearing the table gain skills and feel good about helping.
    • margogramiak
      margogramiak on 17 Jan 21
       
      This is up to the parents though, isn't it? How can the community solve the issue of lack of nurture in a household?
  • "This research highlights the importance of nurturing caregivers, both at home and at school to help children lead more productive lives as adults."
    • margogramiak
      margogramiak on 17 Jan 21
       
      It seems obvious nurturing has positive effects. I find it hard to believe that anyone who doesn't nurture their children who read this article and change the way they parent. I wish there was a way provided that allowed the community to help out, but I don't think this is a possibility.
tongoscar

Impact of Music, Music Lyrics, and Music Videos on Children and Youth | American Academ... - 0 views

pediatrics.aappublications.org/...1488

shared by tongoscar on 19 Nov 19 - No Cached
  • Music plays an important role in the socialization of children and adolescents.
  • The effect that popular music has on children's and adolescents' behavior and emotions is of paramount concern.
  • Music provides entertainment and distraction from problems and serves as a way to relieve tension and boredom.
  • ...2 more annotations...
  • Music also can provide a background for romance and serve as the basis for establishing relationships in diverse settings.
  • Adolescents' choice of music and their reactions to and interpretations of it vary with age, culture, and ethnicity.
Javier E

For Teenage Girls, Swimsuit Season Never Ends - The New York Times - 2 views

well.blogs.nytimes.com/...rls-swimsuit-season-never-ends

swimsuit girls self-image concentration test physical psychology

shared by Javier E on 11 Aug 16 - No Cached
  • That’s what researchers in a classic study from 1998 found when they put female and male undergraduates in dressing rooms with a mirror and either swimsuits or sweaters in a range of sizes. The students were instructed to try on the assigned clothing and wear it for a while before filling out a sham evaluation of the apparel.
  • To confirm that they were detecting a detrimental effect of wearing a bathing suit, and not anxieties about math, researchers ran a second study. This time, instead of math questions, they used a test of the capacity for focused attention and again found that women wearing swimsuits scored lower than women wearing sweaters
  • In short, when young women are prompted to reflect on their physical appearance, they seem to lose intellectual focus.
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  • Having to take a test in swimwear seems not to distract most young men, but it does distract many young women, almost certainly due to the absurd beauty standards to which they are disproportionately subjected. In the words of the researchers, the swimsuit study effectively demonstrated “the psychological costs of raising girls in a culture that persistently objectifies the female body.”
  • Now, swimsuit season, especially for adolescent girls, no longer ends with summer because girls are using social media to share carefully crafted bikini shots all the time.
  • these are images with which girls become especially engaged. According to Dr. Walsh, “Girls are not comparing themselves to media ideals as much as one would expect, but they are making micro-comparisons to their peers. It’s not me versus Gisele Bündchen in a bikini, it’s me versus my good friend Amy in our bikinis.”
  • A new review of studies looking at the psychological effects of social media found that young people who spend a lot of time appraising their friends’ online photos ultimately feel worse about their own bodies.
  • Online imagery allows adolescents to observe one another in detail and gives unprecedented power to the age-old teenage preoccupation with appearance. We want to help our teenagers minimize the harm that can come from social media use, but the deluge of digital activity can make it hard to know where to start.
kushnerha

Islamist extremism: Why young people are being drawn to it - BBC News - 1 views

www.bbc.com/...world-europe-35060020

bbc ISIS youth social media terrorism

shared by kushnerha on 11 Dec 15 - No Cached
  • While the majority of jihadists around the world are not teenagers, official figures show that their involvement in violent Islamism is growing.The number of under-18s arrested for alleged terror offences in the UK almost doubled from eight to 15 from 2013-14 to 2014-15.
  • Experts say this bears out fears that more and more young people are being drawn to extremism, with followers in their early teens among them. "We are seeing this kind of thing happening more and more with the rise of Islamic State," says Charlie Winter, an expert in jihadist militancy.
  • The main target for groups like Islamic State is said to be young people between 16 and 24 years old.However the radicalisation process can start as early as 11 or 12
  • ...11 more annotations...
  • Younger members are less valuable in terms of potential to carry out terror operations, he says, but they are used to spread ideology and influence others.And they are easier to access. "Adolescents and teenagers are indeed easier to impress and lure into relationships with recruiters."
  • IS produces an average of 30 to 40 high-quality videos per day in almost every language," says Mr Koehler."They have an estimated Twitter network of 30,000 to 40,000 accounts, and guides for carrying out jihad or how to join IS are easily available online."
  • "Real or perceived grievances in the hands of a recruiter can reach fever pitch."
  • "While the internet does play an important role, what is different with IS is that it is much more outward facing,"
  • He says one of the greatest draws for young followers is the promise of belonging to a collective."IS is really trying to push this idea of a counter culture. They have crafted this idea of state building, of democratic jihad."
  • This aspirational nature can appeal to some adolescents who have high ideals and ambitions but are frustrated by their families or societies.The feeling of marginalisation also drives membership
  • They have also been shown to heavily rely on other social media platforms such as Ask.FM, which are visited by a large proportion of younger users.
  • While the internet is certainly an important tool for recruiters, both direct, real-life contact with radical groups in their home countries is equally vital."What we have seen a lot of times is people being enlisted by friendship groups,"
  • Members who have fought in Syria are encouraged to share information as a way of bringing other people in.Experiences are whitewashed to hide the iniquities and hypocrisies of the group's mission.
  • young people are more accustomed to seeing violence in the media than adults, and this plays a role in their growing involvement in violent Islamism.
  • about personal backgrounds and trajectories combined with opportunities and situations
Javier E

How Boys Teach Each Other to Be Boys - Noah Berlatsky - The Atlantic - 2 views

www.theatlantic.com/...372246

boys behavior gender role learning peer-pressure connection psychology

shared by Javier E on 10 Jun 14 - No Cached
  • Judy Y. Chu reports on her two-year study in which she followed a group of boys from pre-kindergarten through first grade.
  • She concluded that most of what we think of as "boy" behavior isn't natural or authentic to boys, but is something they learn to perform. Boys aren't stoic or aggressive or hierarchical; they aren't bad at forming relationships or unable to express themselves. They pick up all these traditional traits of masculinity by adapting to a culture that expects and demands that they do so.
  • it seems like they become boys through learning from other boys; it's boys teaching themselves to be boys. So where do you see the inauthenticity or unnaturalness there?
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  • It's not as though they're arriving in their interactions having come from an isolated place. They're hearing messages from older siblings, from media, or some of the boys' parents
  • They're creating a culture for themselves based on the bits and pieces they've gotten elsewhere.
  • it's more that distinction between compromise and over-compromise, in which they're so focused on setting up a particular image that they believe will get them what they want—acceptance and popularity and success—and realizing that that comes at a cost.
  • they need to have at least one place or one relationship where they can do those things.
  • when you take the whole range of human capabilities and qualities, and you say one half is masculine, and one half is feminine, and only boys can be masculine, and only girls can be feminine, then everybody loses, because you're asking e
  • we live in a culture and a society where we are perceived in our bodies, and people respond to us accordingly. So boys and girls do grow up in a gendered society
  • infant studies show us that both boys and girls are born with a capacity for and a fundamental desire for relationships—to be close and to be connected. And if anything they find that boy babies need more help regulating themselves. When they are upset they need their primary caregiver to help them regulate and come back to a feeling of contentment.
  • then at these later reports when they get to adolescence where boys are reporting fewer close relationships, lower levels of intimacy within their close relationships, then that kind of suggests that for boys, their socialization and development are associated with a move out of relationships. They start out wanting and thriving in relationships, and then they are moved away from those protective relationships, and there's a cost.
  • the single best protector during adolescence, against psychological risks like low self-esteem and depression, and against social risks like unintended pregnancy, was having access to at least one close, confiding relationship. And that could be with a parent or a mentor or a friend or a sibling or whoever. The kids who had at least one close relationship were protected against all of those risks, and were better off for it.  
maddieireland334

Obesity in adolescence linked to bowel cancer risk, says study - BBC News - 0 views

diigo.com/07ntu5

research science health

shared by maddieireland334 on 27 May 15 - No Cached
  • maddieireland334 on 27 May 15
     
    Being overweight in adolescence is linked to a greater risk of bowel cancer later in life, a study suggests. Researchers followed nearly 240,000 Swedish men for 35 years. The analysis, published in the journal Gut, showed overweight teenagers went on to have twice the risk of bowel cancer.
Javier E

Forever Young? For Bob Dylan, In Some Ways, Yes. - NYTimes.com - 1 views

www.nytimes.com/...24hajdu.html

adolescence music taste culture

shared by Javier E on 24 May 11 - No Cached
  • Fourteen is a formative age, especially for people growing up in social contexts framed by pop culture. You’re in the ninth grade, confronting the tyrannies of sex and adulthood, struggling to figure out what kind of adult you’d like to be, and you turn to the cultural products most important in your day as sources of cool — the capital of young life.
  • “Fourteen is a sort of magic age for the development of musical tastes,”
  • “Pubertal growth hormones make everything we’re experiencing, including music, seem very important. We’re just reaching a point in our cognitive development when we’re developing our own tastes. And musical tastes become a badge of identity.”
  • Richard Monari on 24 May 11
     
    I had never really considered how formative and pivotal these early years of our lives are. I also find it quite interesting that the media and our general environment can play such a role in our development, sometimes inspiring adolescents to find their passions so early in life. Makes you think about the effects our current genres of popular music are having on our ninth graders (Oh dear lord, I don't even want to think about it).
Ellie McGinnis

Meaningful Activities Protect the Brain From Depression - Olga Khazan - The Atlantic - 2 views

www.theatlantic.com/...360988

depression psychology brain science research

shared by Ellie McGinnis on 22 Apr 14 - No Cached
  • Aristotle famously said there were two basic types of joy: hedonia, or that keg-standing, Netflix binge-watching, Nutella-from-the-jar selfish kind of pleasure, and eudaimonia, or the pleasure that comes from helping others, doing meaningful work, and otherwise leading a life well-lived.
  • "Happiness without meaning characterizes a relatively shallow, self-absorbed or even selfish life, in which things go well, needs and desire are easily satisfied, and difficult or taxing entanglements are avoided,
  • “While happiness is an emotion felt in the here and now, it ultimately fades away, just as all emotions do ... Meaning, on the other hand, is enduring. It connects the past to the present to the future.”
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  • scientists have found they can measure the amount that a person enjoys something by taking MRIs of activation levels in the ventral striatum—the “reward center” nestled in the bullseye of the brain. The ventral striata of teens, in particular, tend to light up especially brightly in response to all kinds of rewards
  • teens brains are so sensitive to these little jolts of pleasure—or lack thereof—late adolescence is also when depression peaks for many people.
  • the researchers followed a group of 39 teenagers over the course of one year to see whether the way their brains reacted to either eudaimonic or hedonic rewards correlated with how depressed they felt over time.
  • the teens who had the greatest brain response to the generous, family-donation financial decision had the greatest declines in depressive symptoms over time. And those who got a boost from the risk-taking game were more likely to have an increase in depression. The types of rewards the teens responded to, it seems, changed their behavior in ways that altered their overall well-being.
  • It’s important to note that this doesn’t necessarily mean parents can inoculate their teens against depression by forcing them to seek happiness through volunteering. But it could be that teens who already do that kind of thing because it really does lift their spirits are likely to have that lift stick with them.
  • “Taken together, our findings suggest that well-being may depend on attending to higher values related to family, culture, and morality, rather than to immediate, selfish pleasure,”
Javier E

The Economist explains: How teenage brains are different | The Economist - 0 views

www.economist.com/...economist-explains-15

brain science adolescence refrontal cortex psychology

shared by Javier E on 25 Mar 15 - No Cached
  • is there such a thing as a “teenage brain”, and does it help to explain the high rates of recklessness among teenagers?
  • the brain blooms with neural connections until a child reaches the age of 11 or 12, and then it selectively prunes away the underused ones, or “grey matter”, throughout adolescence. As the brain grows more streamlined, it becomes better at processing information.
  • The remaining connections are then made more efficient by a process called myelination, which essentially insulates neuronal axons with a sheath of fatty cell material, or “white matter”. The process of replacing grey matter with white matter does not reach the prefrontal cortex until people are in their early 20s. Studies show a relationship between increased myelination and an improved ability to make decisions and control impulses.
  • ...3 more annotations...
  • But although it is always tempting to use hard science to explain otherwise perplexing behaviour, neuroimaging research is still in its infancy
  • There is much about the brain that no one understands yet, and there is rarely a clear relationship between a particular brain region and a discrete function, so any links between brain structure and behaviour remain speculative. Indeed, while researchers often take care to show that the relationship between how a brain looks and how someone behaves is correlative, often this link is misinterpreted as a sign of causation
  • Scientists also point out that brain science cannot be understood in a vacuum. All behaviour is a function of many influences, including parenting, socioeconomic status, nutrition, culture and so on
Javier E

The Sheltering Campus: Why College Is Not Home - The New York Times - 2 views

www.nytimes.com/...elopment-college-students.html

college campus culture development infantilization education

shared by Javier E on 06 Feb 16 - No Cached
  • The college years — a time for important growth in autonomy and the consolidation of adult identity and life goals — have evolved into an extended period of adolescence during which many of today’s students are not saddled with adult responsibilities.
  • For previous generations, college was a decisive break from parental supervision; guidance and support needed to come from peers and from within.
  • In the past two decades, however, continued family contact and dependence, thanks to cellphones, email and social media, has increased significantly — some parents go so far as to help with coursework.
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  • At the same time, the rise in protective committees and procedures (like trigger warnings) ensure that students will not be confronted with course materials that might upset them (even classics like Ovid’s “Metamorphoses” and “The Adventures of Huckleberry Finn”).
  • universities like Yale have given in to the implicit notion that they should provide the equivalent of the home environment.
  • But college is a different kind of community than a family, and its primary job is education of the student and adaptation to independent community living.
  • To prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. This process entails “trying on” new ways of thinking about oneself both intellectually and personally, which is possible only if a certain degree of freedom is allowed.
  • While we should provide “safe spaces” within colleges for marginalized groups, we must also make it safe for all community members to express opinions and challenge majority views. Intellectual growth and flexibility are fostered by rigorous debate and questioning.
  • It is not surprising that young people are prone to lash out, particularly when there are sociologic reasons to do so. Our generation rallied around clear issues: the war in Vietnam and governmentally sanctioned discrimination based on race and gender. ISIS, Newtown, a changing economy with fewer good jobs and stable career paths create anxiety without generating a unifying moral vision
  • The encroachment of behavioral guidelines into the social and even intellectual spheres comes at a cost. Every college discussion about community values, social climate and behavior should also include recognition of the developmental importance of student autonomy and self-regulation, of the necessary tension between safety and self-discovery.
Javier E

The Tech Industry's Psychological War on Kids - Member Feature Stories - Medium - 0 views

medium.com/...gical-war-on-kids-c452870464ce

psychology tech industry smartphone social media ethics manipulation children research brain science

shared by Javier E on 16 Mar 18 - No Cached
  • she cried, “They took my f***ing phone!” Attempting to engage Kelly in conversation, I asked her what she liked about her phone and social media. “They make me happy,” she replied.
  • Even though they were loving and involved parents, Kelly’s mom couldn’t help feeling that they’d failed their daughter and must have done something terribly wrong that led to her problems.
  • My practice as a child and adolescent psychologist is filled with families like Kelly’s. These parents say their kids’ extreme overuse of phones, video games, and social media is the most difficult parenting issue they face — and, in many cases, is tearing the family apart.
  • ...88 more annotations...
  • What none of these parents understand is that their children’s and teens’ destructive obsession with technology is the predictable consequence of a virtually unrecognized merger between the tech industry and psychology.
  • Dr. B.J. Fogg, is a psychologist and the father of persuasive technology, a discipline in which digital machines and apps — including smartphones, social media, and video games — are configured to alter human thoughts and behaviors. As the lab’s website boldly proclaims: “Machines designed to change humans.”
  • These parents have no idea that lurking behind their kids’ screens and phones are a multitude of psychologists, neuroscientists, and social science experts who use their knowledge of psychological vulnerabilities to devise products that capture kids’ attention for the sake of industry profit.
  • psychology — a discipline that we associate with healing — is now being used as a weapon against children.
  • This alliance pairs the consumer tech industry’s immense wealth with the most sophisticated psychological research, making it possible to develop social media, video games, and phones with drug-like power to seduce young users.
  • Likewise, social media companies use persuasive design to prey on the age-appropriate desire for preteen and teen kids, especially girls, to be socially successful. This drive is built into our DNA, since real-world relational skills have fostered human evolution.
  • Called “the millionaire maker,” Fogg has groomed former students who have used his methods to develop technologies that now consume kids’ lives. As he recently touted on his personal website, “My students often do groundbreaking projects, and they continue having impact in the real world after they leave Stanford… For example, Instagram has influenced the behavior of over 800 million people. The co-founder was a student of mine.”
  • Persuasive technology (also called persuasive design) works by deliberately creating digital environments that users feel fulfill their basic human drives — to be social or obtain goals — better than real-world alternatives.
  • Kids spend countless hours in social media and video game environments in pursuit of likes, “friends,” game points, and levels — because it’s stimulating, they believe that this makes them happy and successful, and they find it easier than doing the difficult but developmentally important activities of childhood.
  • While persuasion techniques work well on adults, they are particularly effective at influencing the still-maturing child and teen brain.
  • “Video games, better than anything else in our culture, deliver rewards to people, especially teenage boys,” says Fogg. “Teenage boys are wired to seek competency. To master our world and get better at stuff. Video games, in dishing out rewards, can convey to people that their competency is growing, you can get better at something second by second.”
  • it’s persuasive design that’s helped convince this generation of boys they are gaining “competency” by spending countless hours on game sites, when the sad reality is they are locked away in their rooms gaming, ignoring school, and not developing the real-world competencies that colleges and employers demand.
  • Persuasive technologies work because of their apparent triggering of the release of dopamine, a powerful neurotransmitter involved in reward, attention, and addiction.
  • As she says, “If you don’t get 100 ‘likes,’ you make other people share it so you get 100…. Or else you just get upset. Everyone wants to get the most ‘likes.’ It’s like a popularity contest.”
  • there are costs to Casey’s phone obsession, noting that the “girl’s phone, be it Facebook, Instagram or iMessage, is constantly pulling her away from her homework, sleep, or conversations with her family.
  • Casey says she wishes she could put her phone down. But she can’t. “I’ll wake up in the morning and go on Facebook just… because,” she says. “It’s not like I want to or I don’t. I just go on it. I’m, like, forced to. I don’t know why. I need to. Facebook takes up my whole life.”
  • B.J. Fogg may not be a household name, but Fortune Magazine calls him a “New Guru You Should Know,” and his research is driving a worldwide legion of user experience (UX) designers who utilize and expand upon his models of persuasive design.
  • “No one has perhaps been as influential on the current generation of user experience (UX) designers as Stanford researcher B.J. Fogg.”
  • the core of UX research is about using psychology to take advantage of our human vulnerabilities.
  • As Fogg is quoted in Kosner’s Forbes article, “Facebook, Twitter, Google, you name it, these companies have been using computers to influence our behavior.” However, the driving force behind behavior change isn’t computers. “The missing link isn’t the technology, it’s psychology,” says Fogg.
  • UX researchers not only follow Fogg’s design model, but also his apparent tendency to overlook the broader implications of persuasive design. They focus on the task at hand, building digital machines and apps that better demand users’ attention, compel users to return again and again, and grow businesses’ bottom line.
  • the “Fogg Behavior Model” is a well-tested method to change behavior and, in its simplified form, involves three primary factors: motivation, ability, and triggers.
  • “We can now create machines that can change what people think and what people do, and the machines can do that autonomously.”
  • Regarding ability, Fogg suggests that digital products should be made so that users don’t have to “think hard.” Hence, social networks are designed for ease of use
  • Finally, Fogg says that potential users need to be triggered to use a site. This is accomplished by a myriad of digital tricks, including the sending of incessant notifications
  • moral questions about the impact of turning persuasive techniques on children and teens are not being asked. For example, should the fear of social rejection be used to compel kids to compulsively use social media? Is it okay to lure kids away from school tasks that demand a strong mental effort so they can spend their lives on social networks or playing video games that don’t make them think much at all?
  • Describing how his formula is effective at getting people to use a social network, the psychologist says in an academic paper that a key motivator is users’ desire for “social acceptance,” although he says an even more powerful motivator is the desire “to avoid being socially rejected.”
  • the startup Dopamine Labs boasts about its use of persuasive techniques to increase profits: “Connect your app to our Persuasive AI [Artificial Intelligence] and lift your engagement and revenue up to 30% by giving your users our perfect bursts of dopamine,” and “A burst of Dopamine doesn’t just feel good: it’s proven to re-wire user behavior and habits.”
  • Ramsay Brown, the founder of Dopamine Labs, says in a KQED Science article, “We have now developed a rigorous technology of the human mind, and that is both exciting and terrifying. We have the ability to twiddle some knobs in a machine learning dashboard we build, and around the world hundreds of thousands of people are going to quietly change their behavior in ways that, unbeknownst to them, feel second-nature but are really by design.”
  • Programmers call this “brain hacking,” as it compels users to spend more time on sites even though they mistakenly believe it’s strictly due to their own conscious choices.
  • Banks of computers employ AI to “learn” which of a countless number of persuasive design elements will keep users hooked
  • A persuasion profile of a particular user’s unique vulnerabilities is developed in real time and exploited to keep users on the site and make them return again and again for longer periods of time. This drives up profits for consumer internet companies whose revenue is based on how much their products are used.
  • “The leaders of Internet companies face an interesting, if also morally questionable, imperative: either they hijack neuroscience to gain market share and make large profits, or they let competitors do that and run away with the market.”
  • Social media and video game companies believe they are compelled to use persuasive technology in the arms race for attention, profits, and survival.
  • Children’s well-being is not part of the decision calculus.
  • one breakthrough occurred in 2017 when Facebook documents were leaked to The Australian. The internal report crafted by Facebook executives showed the social network boasting to advertisers that by monitoring posts, interactions, and photos in real time, the network is able to track when teens feel “insecure,” “worthless,” “stressed,” “useless” and a “failure.”
  • The report also bragged about Facebook’s ability to micro-target ads down to “moments when young people need a confidence boost.”
  • These design techniques provide tech corporations a window into kids’ hearts and minds to measure their particular vulnerabilities, which can then be used to control their behavior as consumers. This isn’t some strange future… this is now.
  • The official tech industry line is that persuasive technologies are used to make products more engaging and enjoyable. But the revelations of industry insiders can reveal darker motives.
  • Revealing the hard science behind persuasive technology, Hopson says, “This is not to say that players are the same as rats, but that there are general rules of learning which apply equally to both.”
  • After penning the paper, Hopson was hired by Microsoft, where he helped lead the development of the Xbox Live, Microsoft’s online gaming system
  • “If game designers are going to pull a person away from every other voluntary social activity or hobby or pastime, they’re going to have to engage that person at a very deep level in every possible way they can.”
  • This is the dominant effect of persuasive design today: building video games and social media products so compelling that they pull users away from the real world to spend their lives in for-profit domains.
  • Persuasive technologies are reshaping childhood, luring kids away from family and schoolwork to spend more and more of their lives sitting before screens and phones.
  • “Since we’ve figured to some extent how these pieces of the brain that handle addiction are working, people have figured out how to juice them further and how to bake that information into apps.”
  • Today, persuasive design is likely distracting adults from driving safely, productive work, and engaging with their own children — all matters which need urgent attention
  • Still, because the child and adolescent brain is more easily controlled than the adult mind, the use of persuasive design is having a much more hurtful impact on kids.
  • But to engage in a pursuit at the expense of important real-world activities is a core element of addiction.
  • younger U.S. children now spend 5 ½ hours each day with entertainment technologies, including video games, social media, and online videos.
  • Even more, the average teen now spends an incredible 8 hours each day playing with screens and phones
  • U.S. kids only spend 16 minutes each day using the computer at home for school.
  • Quietly, using screens and phones for entertainment has become the dominant activity of childhood.
  • Younger kids spend more time engaging with entertainment screens than they do in school
  • teens spend even more time playing with screens and phones than they do sleeping
  • kids are so taken with their phones and other devices that they have turned their backs to the world around them.
  • many children are missing out on real-life engagement with family and school — the two cornerstones of childhood that lead them to grow up happy and successful
  • persuasive technologies are pulling kids into often toxic digital environments
  • A too frequent experience for many is being cyberbullied, which increases their risk of skipping school and considering suicide.
  • And there is growing recognition of the negative impact of FOMO, or the fear of missing out, as kids spend their social media lives watching a parade of peers who look to be having a great time without them, feeding their feelings of loneliness and being less than.
  • The combined effects of the displacement of vital childhood activities and exposure to unhealthy online environments is wrecking a generation.
  • as the typical age when kids get their first smartphone has fallen to 10, it’s no surprise to see serious psychiatric problems — once the domain of teens — now enveloping young kids
  • Self-inflicted injuries, such as cutting, that are serious enough to require treatment in an emergency room, have increased dramatically in 10- to 14-year-old girls, up 19% per year since 2009.
  • While girls are pulled onto smartphones and social media, boys are more likely to be seduced into the world of video gaming, often at the expense of a focus on school
  • it’s no surprise to see this generation of boys struggling to make it to college: a full 57% of college admissions are granted to young women compared with only 43% to young men.
  • Economists working with the National Bureau of Economic Research recently demonstrated how many young U.S. men are choosing to play video games rather than join the workforce.
  • The destructive forces of psychology deployed by the tech industry are making a greater impact on kids than the positive uses of psychology by mental health providers and child advocates. Put plainly, the science of psychology is hurting kids more than helping them.
  • Hope for this wired generation has seemed dim until recently, when a surprising group has come forward to criticize the tech industry’s use of psychological manipulation: tech executives
  • Tristan Harris, formerly a design ethicist at Google, has led the way by unmasking the industry’s use of persuasive design. Interviewed in The Economist’s 1843 magazine, he says, “The job of these companies is to hook people, and they do that by hijacking our psychological vulnerabilities.”
  • Marc Benioff, CEO of the cloud computing company Salesforce, is one of the voices calling for the regulation of social media companies because of their potential to addict children. He says that just as the cigarette industry has been regulated, so too should social media companies. “I think that, for sure, technology has addictive qualities that we have to address, and that product designers are working to make those products more addictive, and we need to rein that back as much as possible,”
  • “If there’s an unfair advantage or things that are out there that are not understood by parents, then the government’s got to come forward and illuminate that.”
  • Since millions of parents, for example the parents of my patient Kelly, have absolutely no idea that devices are used to hijack their children’s minds and lives, regulation of such practices is the right thing to do.
  • Another improbable group to speak out on behalf of children is tech investors.
  • How has the consumer tech industry responded to these calls for change? By going even lower.
  • Facebook recently launched Messenger Kids, a social media app that will reach kids as young as five years old. Suggestive that harmful persuasive design is now honing in on very young children is the declaration of Messenger Kids Art Director, Shiu Pei Luu, “We want to help foster communication [on Facebook] and make that the most exciting thing you want to be doing.”
  • the American Psychological Association (APA) — which is tasked with protecting children and families from harmful psychological practices — has been essentially silent on the matter
  • APA Ethical Standards require the profession to make efforts to correct the “misuse” of the work of psychologists, which would include the application of B.J. Fogg’s persuasive technologies to influence children against their best interests
  • Manipulating children for profit without their own or parents’ consent, and driving kids to spend more time on devices that contribute to emotional and academic problems is the embodiment of unethical psychological practice.
  • “Never before in history have basically 50 mostly men, mostly 20–35, mostly white engineer designer types within 50 miles of where we are right now [Silicon Valley], had control of what a billion people think and do.”
  • Some may argue that it’s the parents’ responsibility to protect their children from tech industry deception. However, parents have no idea of the powerful forces aligned against them, nor do they know how technologies are developed with drug-like effects to capture kids’ minds
  • Others will claim that nothing should be done because the intention behind persuasive design is to build better products, not manipulate kids
  • similar circumstances exist in the cigarette industry, as tobacco companies have as their intention profiting from the sale of their product, not hurting children. Nonetheless, because cigarettes and persuasive design predictably harm children, actions should be taken to protect kids from their effects.
  • in a 1998 academic paper, Fogg describes what should happen if things go wrong, saying, if persuasive technologies are “deemed harmful or questionable in some regard, a researcher should then either take social action or advocate that others do so.”
  • I suggest turning to President John F. Kennedy’s prescient guidance: He said that technology “has no conscience of its own. Whether it will become a force for good or ill depends on man.”
  • The APA should begin by demanding that the tech industry’s behavioral manipulation techniques be brought out of the shadows and exposed to the light of public awareness
  • Changes should be made in the APA’s Ethics Code to specifically prevent psychologists from manipulating children using digital machines, especially if such influence is known to pose risks to their well-being.
  • Moreover, the APA should follow its Ethical Standards by making strong efforts to correct the misuse of psychological persuasion by the tech industry and by user experience designers outside the field of psychology.
  • It should join with tech executives who are demanding that persuasive design in kids’ tech products be regulated
  • The APA also should make its powerful voice heard amongst the growing chorus calling out tech companies that intentionally exploit children’s vulnerabilities.
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