00:01
All right, so this question is asking samantha enters a classroom when two students are talking.
00:06
When they stop their discussions, samantha is certain that they must have been talking about her.
00:10
Such a belief is an example of a, the imaginary audience, b, the personal fable, c, abject egocentrism, or d, formal operations.
00:21
All right, so this continues the conversation on adolescents as started in the past question, but this really gets at cognitive development during adolescence.
00:34
And this is what we think about when we think about how teenagers and the common stereotypes and more often than not just characteristics of what it means to think like a teenager.
00:48
So when looking at this, this is really getting at the two types of adolescent egosense.
01:00
So when looking at our options given, i'm looking at de -formal operations.
01:06
And while, yes, we are talking about cognitive development and we are talking about how an individual thinks, this isn't essentially about cognitive development as a whole, but rather the specificity of egocentrism within adolescent cognition.
01:25
So while this could be correct, because with when we're talking about formal operations, we're also talking about the ability to reason and to logic.
01:36
But really, we're really focusing on the specificity of it.
01:40
And formal operations is just too broad and isn't specific to the situations or the situation that the question is giving us.
01:48
So we could eliminate d.
01:51
And it's even though i, even though i did say that this is about egosentrism, it's more specific than what c abstract egosentrism is implying.
02:03
In addition to that, abstract egotentrism is not necessarily a term coin in this chapter.
02:11
Rather, we regard it as adolescent egotentrism or just egotentrism in general.
02:17
And just to clear things up, egosentrism is basically this idea that the thoughts of an individual are just as important to themselves as they are to the other people around them...