Para uma caracterização da geração iPod (10-30)

«From a developmental point of view adolescence can be  seen as a transition phase between childhood and adulthood (Jessor & Jessor, 1984), as a moratorium phase (Zinnecker, 1987), or as an independent phase of identity formation as in the work of Erikson (1968) or Marcia (1993). All these conceptualisations have in common that they do not see adolescence as a static life segment defined by chronological age, as we find it in juridical definitions, but as a dynamic process. Within the framework of social scientific youth research we find one specific concept especially suitable to capture the dynamics of youth as a life phase, namely, the concept of developmental tasks, first introduced by Havighurst (1953) (...) The variability of expectations does, however, have biological and social boundaries: Cultures and subcultures that do not expect youth to have mastered all age-typical developmental tasks between the ages of 10 and 30 presumably are rare.»

(Boehnke 2002: 194)