# Studying change from adolescence to ageing

Compare two transitions rather than surveying every stage of life. The first half asks how biological change, peers and media settings are studied; the second asks how cognitive outcomes and theories of ageing are distinguished. Repeated tasks separate group differences from within-person change. This route is about the logic and scope of developmental claims, not a timetable for judging individuals.

1. [Lecture 17: Child Development](https://ocw.mit.edu/courses/9-00sc-introduction-to-psychology-fall-2011/resources/lecture-17-child-development/)
   Revisit how developmental theories and milestones are introduced before examining later transitions.
   Task: Identify one question about a capacity and another about how that capacity was measured.

2. [Daniel Siegel: Why Teens Seek Novelty and Danger](https://greatergood.berkeley.edu/video/item/why_teens_seek_novelty_and_danger)
   Use a clear older account of adolescent novelty seeking as a claim to assess.
   Task: Compare the publisher’s framing with the NIMH teen-brain reading; avoid turning an average trend into an individual prediction.

3. [Director’s Innovation Speaker Series: Youth-Centered Approaches to Media Research](https://www.nimh.nih.gov/news/media/2024/directors-innovation-speaker-series-video-youth-centered-approaches-to-media-research)
   Introduce a contemporary example of measurement and reciprocal person–environment relationships.
   Task: In the inspected early-childhood example, distinguish the child, caregiver, setting and measured media use; state why it is not direct adolescent evidence.

4. [Lecture 18: Adult Development](https://ocw.mit.edu/courses/9-00sc-introduction-to-psychology-fall-2011/resources/lecture-18-adult-development/)
   Bridge the transition to adult-development methods and cognitive/emotional change.
   Task: Explain what comparing different ages can show and what following the same people adds.

5. [Lecture 11: Memory II: Amnesia and Memory Systems](https://ocw.mit.edu/courses/9-00sc-introduction-to-psychology-fall-2011/resources/lecture-11-memory-ii-amnesia-and-memory-systems/)
   Specify memory systems before using a memory task as an ageing outcome.
   Task: Name two tasks that make different demands and explain why clinical amnesia is not a model of ordinary ageing.

6. [Lec 15: Successful aging: Part 1](https://nptel.ac.in/courses/109103736)
   Examine the evaluative language of successful ageing.
   Task: List three possible valued outcomes and explain why a person’s worth cannot be reduced to one of them.

7. [Mechanistic Theories of Aging](https://nptel.ac.in/courses/102106751)
   Add a biological level without treating it as a complete account of cognitive performance.
   Task: Draw separate boxes for biological mechanism, task performance and life circumstances, and identify evidence needed for each proposed link.

Original route: Evidence Press, CC BY 4.0. Linked teaching material retains its own rights. No videos or YouTube API payloads are included.