There are a variety of typical behavior patterns of social behavior development. Teens begin to spend more time with their friends than their parents. Also, teens may begin to keep a journal as part of tracking one’s own thought and opinions. This method helps teens work through how they feel. Teens may begin to lock their bedroom door. This is a way teens wish to establish privacy. Other behaviors include the involvement of multiple hobbies and the elusiveness about where they are going or with whom. Teens may become more argumentative, or not want to be seen with parents in public. Although teens may be more argumentative and not want to be seen in public with parental figures, they may begin to view parents more as people. Teens may start asking questions like, “I wonder what my parents were like as a teen?” (Novella, R.).
Britannica Encyclopedia defines psychomotor learning as, “development of organized patterns of muscular activities guided by signals from the environment.” This type of behavior combines cognitive functions and physical movements. Learning is demonstrated by physical skills such as movement, strength, speed, etc. An example of psychomotor assessment that the Classroom Assessment textbook mentions would include testing of student’s keyboarding skills in computer class or student’s prowess in shooting a basketball in gym class (Popham, 2008, p.35). In psychomotor development, the focus is on coordinated learning from the arms, hands, feet, fingers, while verbal processes are not emphasized. For adolescent teens, behavioral examples would include driving a car, and any eye-hand coordination tasks, such as athletics, or playing musical instruments.