Page 40 - BB_Textbook

“The Teenage Brain”
Swiss development psychologist
Jean Piaget theorized about the development of human intelligence. From infancy to adulthood, he observed that there were quantitative and qualitative shifts in how a child, then a teen, and then an emerging adult think about the world. Albert Einstein called this discovery “so simple only a genius could have thought of it.”
Psychologists compare the mental processes and reasoning ability of infants, children, teens, adults, and elders. They observe these transitions in the lives of teens: hormonal change, egocentrism, issues of self-esteem
and image, emotionalism, sexual awareness, risk-taking, and increased reasoning capacity. Are these the thoughts whizzing and whirling around in your head? Would you add or subtract anything?
If -Clauses And Conditional Sentences
If it rains tomorrow, my father will pick me up from school.
If is a conjunction. It is used for
a supposition or a sentence that states a condition. It is saying
“in the event that ...” It is an uncertainty, possibility, condition or doubt.
A conditional sentence or if-clause sentence has two parts: (1) the if-clause and (2) the main clause. An if-clause begins with if and has a subject and a verb – the clause
is an incomplete sentence that is completed with the main clause. The main clause can stand alone as a sentence.
VOCABULARY
abstract
analysis appreciate bridging egocentrism emotionalism evidence familiarity gathered genius hormonal qualitative quantitative risk-taking self-esteem synthesis theorized transition uncertainty vocations whirling whizzing
In terms of reasoning, teenagers move from abstract ideas to gathered evidence, to analysis of cause and effect, to synthesis of moral, social and scientific factors, and to finding solutions to problems. They are also beginning
to understand multiple intelligences, and coming to appreciate their own way of knowing.
Teenagers, too, are moving into adulthood. In bridging their youth and emerging adulthood, they explore their identity, think about jobs, imagine vocations, sense the instability of living more independently, and feel as if they are “in-between” the familiarity of home and the uncertainty of shaping their own lives.
(a) If it rains tomorrow, my father will pick me up from school. If-clause main clause
(b) My father will pick me up from school if it rains tomorrow. main clause If-clause
1. Sentence (a) and sentence (b) both say the same thing. Sentence (a) has the If-clause first and the main clause second. Sentence (b) has the main clause first and the If-clause second. Notice that when the If-clause is first, there is a comma (,) after the If-clause. When the main clause is first, there is no comma between the two clauses.
2. Sentences (a) and (b) are expressed in future tense. The sentence can also be expressed in present tense, or what is called habitual present as in (c).
(c) If it rains, my father picks me up from school. If-clause main clause
In (a) and (b), the if-clause is in the simple present (If
it rains tomorrow) and the main clause expresses the future time (my father will pick me up from school). In (c), the if-clause is in the simple present (If it rains) and the main clause is also in the simple present (my father picks me up).
3. There are three different kinds of If-clause conditional sentences: factual, habitual and imaginative.
40 CHAPTER 1 | IDENTITY
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