Improved abstract thinking allows adolescents to think beyond the immediate situation and “assess the terrain” when selecting coping strategies. They are better able to consider the various options open to them in relation to their own needs. For example, an adolescent might consider their friends capacity to help them before they seek support from them. If they consider their friend is overburdened by their own problems the young person might use a problem solving strategy instead of support seeking.

Able to follow reasoned, logical arguments. The improved capacity to think abstractly allows adolescents to understand the logic of relationships described in statements (i.e. without visual or other concrete information to work with).

With a meaningful context and guidance in using simple strategies, the child can focus their attention on relevant aspects and apply that information to a task. i.e. they are beginning to plan.

These are cultural-specific principles for emotional expression. They may intensify, de-intensify, neutralise or mask emotional expression.

A sentence containing two clauses which are joined together by a connective such as ‘and’ or ‘because’.

Choosing to seek information rather than redraw themselves from a family problem in order to tackle the issue and reduce stress for themselves and other family members.

Thinks carefully about the complexities of relationships and uses insight to develop strategies to deal with conflicts and think about what to do differently next time.

When water is poured from a wide, short container into a thin, tall container the child understands that the volume of water does not change, providing reasons such as tallness compensates for broadness and if you poured the water back into original container it would look the same, nothing was added or taken away.

Utilises logic and reason to show that one idea is more legitimate than another idea.

For instance, they won’t dominate or stay on the edge of the group without saying anything. They discuss interests with friends. They interact with others when working alongside them.

Causing harm to another by damaging their relationships with others or their social status (e.g. excluding a peer from the group, name calling).

This gives the adolescent a sense of direction (e.g. choice of job, expectations for the future partners and family life).

Academic abilities (e.g. “I am intelligent), affect (e.g. “I am cheerful”), social attributes (eg. I am funny) and hobbies (“I am a rower”).

Emotions may become less intense as time passes from an event.

A degree of attractiveness something possesses. In psychology the term is used to categorise emotions into positive (eg. Joy, excitement), and negative (e.g. sadness, anger) groups.

Cognitive frameworks that interpret and organise information and help a child identify what emotional reaction is likely to accompany a particular event.

Emotional reactions to other emotions. These are often referred to as self-conscious emotions because they result in some enhancement or damage to our sense of self. A primary emotion of joy might give a secondary emotion of pride.

Voluntary actions performed to help or benefit others. May not be selfless (e.g. somebody may perform a prosocial behavioiur out of obligation or to avoid feelings of guilt).

Understand that ability refers to one’s capacity to do something and that increasing effort does not always enhance this capacity (e.g. Putting in more effort when playing a sport will not necessarily enhance performance unless one knows the rules, techniques and skills required to play that sport).

While a child might be good at early reading but struggles with early maths but their motivation for the two activities remains the same.

Shaking a rattle to hear the sound.

Telling the teacher when a friend is doing something dangerous.

However this may be because adults use more extreme punishments for moral violations compared to conventional violations – children may be reacting to the likely severity of a punishment.

Somebody may have conflicting feelings about a situation, for instance a film that is both happy and sad.

Using the world ‘implement’ rather than ‘tool’.

Gives detailed answers to open questions and yes/no answers to closed questions.

If a child sees a cat for the first time and an adult uses the word ‘cat’ the child will link the two.

Somebody acts out the action of ‘running’ when they are saying the word ‘run’.

A child says “that is so many colours of wrong!” or a child is asked whether their cross-country race is long. Their reply is ‘It would have been easier to run to Australia!’

If the text says ‘Fred ducked as he went through the door’, the child might infer that Fred is tall.

Pointing to a central space and saying “they’re meant to be the good guys” before pointing to the right and saying “but she really did kill him” and then pointing to the left and saying “and he’s a bad guy” – example taken from McNeill, 2005.

Asking whether the listener knows the particular toy that they are talking about.

Culture-specific principles for emotional expression. These dictate when, where and with whom it is appropriate to display a given emotion.

Gestures which depict an object or item, such as flapping arms to represent a bird.

Where the baby smiles and gurgles in response to the adult’s smile.

A child might say ‘go outside’ while pointing to the door.

Distracting themselves from worrying about things out of their control

Child presses a button on a cause and effect toy (action), the toy makes a noise (event), the child enjoys the noise and smiles (outcome).

The child is given 3 cubes of different sizes. By looking at the cubes, the child can say which is the biggest.

Repetition of a behaviour that the infant has previously observed.

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