PYSCH 1001 V2

PYSCH 1001 V2

Published on 19 July 2021
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Patricio Brook Velasco
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Transcript
00:04
Self and Identity Through the Eyes of a Teenager
00:05
PSYCH 1001
00:05
By: Patricio Brook
00:10
“When [children] reach puberty, they’re like, ‘I’m gonna start checking out how this environment looks without my mom,’”
00:11
-Beatriz Luna
00:21
Ventral System
00:22
Dopamine
00:24
Who We Become 
00:31
Ventral Striatum
00:33
Responsible for risk and reward area is highly active during our adolescent years leads us to repeat behaviors
00:47
Dopamine
00:49
During our adolescent years our brain puts more weight on reward over risk hyperrationality Cognitive control develops as we grow and helps reduce dopamine levels from high risk scenarios
01:05
Who We Become
01:05
Adolescence paves the path of who we become Adolescence has "unique" brain activity Our goals and values  Temporal continuity
01:23
Ventral striatum and dopamine levels
01:26
pave the way
01:27
for who we become after adolescence
01:37
Works Cited
01:40
Mascarelli, Amanda Leigh. “The Teenage Brain.” Science News for Students, Science News for Students, 3 Dec. 2019, www.sciencenewsforstudents.org/article/teenage-brain.
01:40
Siegel, Daniel. “Dopamine and Teenage Logic.” The Atlantic, Atlantic Media Company, 24 Jan. 2014, www.theatlantic.com/health/archive/2014/01/dopamine-and-teenage-logic/282895/.
01:40
McAdams, Dan P. “Self and Identity.” Noba, Northwestrn University, 2021, nobaproject.com/modules/self-and-identity.