Adolescent Development in Interpersonal and Societal Contexts

Smetana, Judith G.; Campione‐Barr, Nicole; Metzger, Aaron

doi:10.1146/annurev.psych.57.102904.190124

Cited by 1,036 publications

(1,010 citation statements)

References 188 publications

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“…The expectations were that there would be differences in the language of memories (i.e., memory narratives) depending upon the social partners that were included in the memories. We focused on memory narratives involving two of the most important types of social partners that young adults have, namely parents and best friends [10]. Overall our results showed minimal differences in qualitative properties of the two types of narratives.…”

Section: Discussionmentioning

confidence: 80%

“…Although they did not assess narratives about parents, it makes sense that emotion words in narratives about parents versus friends would differ since short memory reports (elicited by a memory fluency task) about parents are more negative than those about friends from this period of an individual's life [14]. Furthermore, relationships with parents are more likely to be conflictual and affectively negative at this age [10,17] and include more intense anger [18]. We expected that the proportion of negative emotion words would be especially high in males' narratives about parents, in keeping with the gender differences in parent-child relationships discussed above.…”

Section: The Current Researchmentioning

confidence: 99%

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The Language of Memory: Narrating Memories of Parents and Friends

Smorti¹,

Peterson²,

Tani³

2016

TOPSYJ

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Abstract:The purpose of this study was to compare narrated memories of parents and friends, recounted by both males and females. A total of 177 Italian undergraduates were asked to recall and to write in detail one relevant memory regarding their relationship with either parents or friends during adolescence. Half of the participants wrote a narrative about parents and half about friends. Narratives were examined using both a content and a lexical linguistic method of analysis.The results showed that the language of memories was substantially influenced by the identity of the social partners that were part of the remembered events. In particular the ratio of negative emotion words to all words and the use of 'I' personal pronouns were higher when participants recounted memory narratives about parents rather than friends, and 'We' was used more in narratives about friends. Gender differences were found as well. The authors interpret the results as suggesting that the language of memory is affected by the type of interpersonal relationship that exists between the narrator and the other participants in the remembered events as well as by the gender of the narrator. In other words, memory narratives both reflect and are influenced by the relationships within which an individual is embedded.

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Section: Discussionmentioning

confidence: 80%

Section: The Current Researchmentioning

confidence: 99%

The Language of Memory: Narrating Memories of Parents and Friends

Smorti¹,

Peterson²,

Tani³

2016

TOPSYJ

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“…Negative emotion may be a particularly important marker of conflict in adolescence. In a metaanalysis by Laursen, Coy, and Collins (1998), the overall frequency of conflicts between parents and children declined (rather than increased, as commonly thought) during adolescence; however, the intensity of parent and children negative emotion did increase across adolescence (also see Smetana, Campione-Barr, & Metzger, 2006).…”

Section: Parent-adolescent Conflict As Sequences Of Negative Emotionmentioning

confidence: 87%

Parent–Adolescent Conflict as Sequences of Reciprocal Negative Emotion: Links with Conflict Resolution and Adolescents’ Behavior Problems

Moed

Gershoff

Eisenberg

et al. 2014

J Youth Adolescence

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Although conflict is a normative part of parent-adolescent relationships, conflicts that are long or highly negative are likely to be detrimental to these relationships and to youths' development. In the present article, sequential analyses of data from 138 parent-adolescent dyads (adolescents' mean age was 13.44, SD = 1.16; 52% girls, 79% nonHispanic White) were used to define conflicts as reciprocal exchanges of negative emotion observed while parents and adolescents were discussing "hot," conflictual issues. Dynamic components of these exchanges, including who started the conflicts, who ended them, and how long they lasted, were identified. Mediation analyses revealed that a high proportion of conflicts ended by adolescents were associated with longer conflicts, which in turn predicted perceptions of the "hot" issue as unresolved and adolescent behavior problems. The findings illustrate advantages of using sequential analysis to identify patterns of interactions and, with some certainty, obtain an estimate of the contingent relationship between a pattern of behavior and child and parental outcomes. These interaction patterns are discussed in terms of the roles that parents and children play when in conflict with each other, and the processes through which these roles affect conflict resolution and adolescents' behavior problems.

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“…The differences between adolescents are as striking as the similarities between them, and the environmental context in which development occurs is at least as important as biological processes in shaping the nature and course of each adolescent's developmental trajectory (Bronfrenbenner, 1979;Lloyd 2002;Smetana, Campione-Barr, & Metzger, 2006). According to the ecological model of human development (Bronfrenbenner, 1979), there are multiple layers of contextual factors influencing the developmental course of humans.…”

Section: Contextualising Developmentmentioning

confidence: 99%

Understanding Adolescents

Bell¹

2016

Perspectives on HCI Research With Teenagers

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Adolescent development is complex; involving the interaction between fundamental biological and cognitive developmental processes, and the unique environment inhabited by the adolescent. This chapter draws on contemporary research from the social and behavioural sciences to outline the key features of the biological and cognitive changes occurring during adolescence, which serve to differentiate adolescents from both children and adults. The contextual factors that influence the developmental trajectory of adolescents will be discussed, with particular emphasis on the role of media and technology, which is becoming an increasingly prominent developmental context and is of particular interest to the readers of this book. The chapter also discusses prominent themes in adolescent development that are product of this interaction between developmental processes and the environment, including identity, sexuality, intimacy, autonomy and achievement. It ends with a discussion of how this knowledge may be utilised by researchers working in the field of Teen-CI to inform their approach to working with adolescents.

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Adolescent Development in Interpersonal and Societal Contexts

Cited by 1,036 publications

References 188 publications

The Language of Memory: Narrating Memories of Parents and Friends

The Language of Memory: Narrating Memories of Parents and Friends

Parent–Adolescent Conflict as Sequences of Reciprocal Negative Emotion: Links with Conflict Resolution and Adolescents’ Behavior Problems

Understanding Adolescents

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