Risk and Rationality in Adolescent Decision Making

By Valerie F. Reyna, Frank Farley. Psychological Science in the Public Interest, 2006

1,326 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, General Decision Sciences

View Paper: https://www.semanticscholar.org/paper/bb8319021f5be3bd484cf1c4af3d42eb54b14499

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Citations in the corpus

Adolescent neurodevelopment. (2013, background): “A reduced responsiveness to aversive stimuli during adolescence is often (50; 57; 58) although not always (59) evident behaviorally.”
Future farmers: youth aspirations, expectationsand life choices (2010, background): “…weighing up the pros and cons, costs and benefits of decisions, but differ from adults in their estimates of the consequences of decisions (see Reyna & Farley, 2006: http://www.psychologicalscience. org/journals/index.cfm?journal=pspi&content=pi/7_1) 7 Self concept refers to the way one…”
European research on children’s internet use: Assessing the past and anticipating the future (2018, background): “The analysis of online risk drew from established theories of risk (itself defined as the probability of harm) and resilience – the ability to deal with negative experiences online or offline (Coleman and Hagell, 2007; Renn, 2008; Reyna and Farley, 2006; Vandoninck et al., 2013), complemented by an ”
Personality and Risk Taking (2015, background): “…bottom-up affective – motivational processes versus still immature (prefrontal) top-down cognitive control processes (Gladwin et al., 2011; Somerville et al., 2010; see also Blakemore and Robbins, 2012; Crone and Dahl, 2012; Ernst and Fudge, 2009; Steinberg, 2010; Reyna and Farley, 2006).”
Judgment and Decision Making in Adolescence (2011, background): “In response to considerable evidence that adolescents evaluate risky decisions in a manner similar to adults (Reyna & Farley, 2006), research from the past decade has shifted from an examination of age differences in risk processing toward comprehensive modeling of the factors predicting…”
Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions (2011, background): “Setting long-term goals and striving for their attainment require sustained self-regulation (Pintrich & Zusho, 2002; Reyna & Farley, 2006).”
KDIGO Clinical Practice Guideline on the Evaluation and Management of Candidates for Kidney Transplantation. (2020, background): “Brain development continues well into the twenties.(133,134) The coincident decrease in graft failure risk after the age of about 25 years may reflect better adherence associated with brain maturity.”
Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior (2016, background): “Research suggests that students who have reached adolescence have the ability to reason at a level that is comparable with adults (Reyna & Farley, 2006) and that adolescents tend to assess the risks and consequences of various actions in ways that are not dissimilar from adults (Beyth-Marom,…”
Affective and deliberative processes in risky choice: age differences in risk taking in the Columbia Card Task. (2009, methodology): “…risk-taking behaviors, such as the use of licit and illicit substances, dangerous behavior in traffic, unsafe sexual practices, delinquent behaviors, and risky recreational sports (Boyer, 2006; Casey, Getz, & Galvan, 2008; Reyna & Farley, 2006; Rivers, Reyna, & Mills, 2008; Steinberg, 2008).”
Reasoning Serves Argumentation in Children (2011, neutral): “ (Klaczynski, 2009, p. 265-‐6, see also Reyna & Farley, 2006).”
The Impact of Internet Pornography on Adolescents: A Review of the Research (2012, background): “However, such models are incomplete and lack convincing explanatory power related to high-risk adolescent behavior, especially given that most adolescents are capable of reasoning and understand the risks associated with their behaviors (Reyna & Farley, 2006 ).”
Predicting biases in very highly educated samples: Numeracy and metacognition (2014, result): “While there are likely many other important metacognitive and numeracyrelated skills at work (Peters, 2012; Peters, Meilleur, & Tompkins, in press; Reyna & Farley, 2006; Reyna et al., 2009), the current data accord with previous research suggesting that deliberation and accurate self-monitoring…”