Thinking Adols

7/28/2019 Thinking Adols

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Qualitative Changes inThinking of Adolescents


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Areas to be Covered

Recapitulation of Piagetian Theory

Characteristics of Formal Operational Thought

Information Processing View

Impact of Cognitive development onAdolescents

Involvement of Social Cognition in Adolescent

Development Nurturing Cognitive Development in

Adolescents.


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Recapitulation of Piagets Theory


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Cognitive Development

Refers to the development of the ability to

think and reason.

Piaget concluded that there are four stages of

cognitive development in a childs life.

These stages helped to explain the ways

children think, retain knowledge, and adapt to

the environment.(Boeree,2000)


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Stages of Cognitive Development

SensorimotorStage

PreoperationalStage

Concreteoperational

Stage

FormalOperational

Stage

Infant uses senses

and motor abilities

to understand the

world, ranging

from reflexes to

complex

combinations of

sensorimotorskills.

Children begin to

represent the world

with word, images,

and drawings.

Indulges in make-

believe play.

Children can

perform

operations.

Logical

reasoning

replaces

intuitive

thought as thereasoning can

be applied to

specific or

concrete

examples.

The adolescent

reasons in more

abstract,

idealistic, and

logical ways.


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Difference in thinking at Concrete

Operational Stage and Formal Operational

StageConcrete Operational Stage

Children develop the abilityto think in concrete wayssuch as how to combine

(addition), separate (subtractor divide), order(alphabetize and sort) andtransform objects andactions. They are called

concrete because they areperformed in the presence ofthe objects and events beingthought about.

Formal Operational Stage

Adolescence marks thebeginning of more complexthinking process (also called

formal logical operations)including abstract thinking(thinking about

possibilities). The ability toreason from known

principles, the ability toconsider many point ofviews according to varyingcriteria and the ability tothink about the thinking

process.


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Characteristics of Formal

Operational Thought


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Abstract Thinking

Formal operational thought is more abstract than

concrete operational thought.

The abstract quality of the adolescents thought

is evident in the adolescents verbal problem

solving ability. E.g, while the concrete operational thinker would need to see

the concrete elements A,B, and C to be able to make thelogical inference that if A>B and B>C, then A>C, the formal

operational thinker can solve this problem merely through

verbal representation.


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.Contd

An adolescent commented, I began thinking

about why I was thinking what I was. Then

I began thinking that about why I was

thinking about what I was.

This sounds abstract and it characterizes the

adolescents enhanced focus on thought and its

abstract qualities.


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Idealism

Formal operational thought is full of idealismand possibilities.

Adolescents begin to engage in extended

speculation about ideal characteristics-qualities they desire in themselves and others.

Thoughts are often fantasy flights into future

possibilities. Adolescents at times becomeimpatient with these newfound ideal standardsand perplexed over which ideals to adopt.


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Hypothetical-Deductive Reasoning

Adolescents begin to reason as a scientist does

to solve problems and test solutions

systematically.

They are able to develop hypothesis, or best

guesses, about how to solve problems such as

algebraic expressions.

They systematically deduces or concludes the

best path to follow in solving a problem.


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Some developmentalists believe that formaloperational thought consists of two sub-

periods(Broughton,1983): Early Formal Operational Thought:Adolescents newfound ability

to think in hypothetical ways produces unconstrained thoughts withunlimited possibilities. In this, early period, flights of fantasy maysubmerge reality and the world is perceived too subjectively andidealistically. Assimilation is the dominant process in this sub-stage.

Late Formal Operational Thought: As adolescents test theirreasoning against experience, intellectual balance is restored.Through accommodation, adolescents begin to adjust to theupheaval they have experienced. Late formal thought emerges inthe middle adolescent years.


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What Causes Formal Operational

Thought

According to Piaget Formal Operational

Thought is caused by brain maturation and

expanding environmental opportunities.

Stimulation is necessary.

Culture and schooling plays a role.


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Not all Adolescents reach formal

operation stage Piaget believed that formal operation thought is the best description of how

adolescents think.

Formal operational thought is not a homogenous stage of development.

Piagets theory doesnt adequately account for the individual differencesthat characterize the cognitive development of adolescents.

According to Strahan, 1983, only 1 out of 3 eighth-graders is a formaloperational thinker.

There are many young adolescents who are beginning to think in a formaloperational manner, others are at the point of consolidating their concreteoperational thought, using it more consistently than they did in theirchildhood.

A 14-year old adolescent might be at the formal operational stage whiledoing algebraic expressions but not so with verbal problem solving orwhen reasoning about interpersonal relations.


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Contd

This implies that adolescents are more likely to useformal operational thought in areas in whichadolescents have experience and knowledge.

Adolescents gradually build up elaborate knowledge

through extensive experience and practice in varioussports, games, hobbies, and school subjects.

The development of expertise in different domainsmay make possible high level, developmentally

mature-looking thought. However, in some instances the sophisticated

reasoning of formal operation may be responsible.


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Information Processing View


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Information Processing

Information Processing includes how informationgets into adolescents' minds, how it is stored and howadolescents retrieve information to think about andsolve problems.

Capacity and Speed of Processing are termed as theCognitive resources.

Cognitive resources have an important influence on

memory and problem solving. Both biology and experience contribute to growth in

cognitive resources.


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Contd

Adolescents typically have better attentional

skills than children do.

Higher order cognitive functioning such as

making decisions, reasoning, thinking

critically, thinking creatively, metacognition

becomes increasingly strong during

adolescence.


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Critical Thinking

Critical thinking is thinking reflectively and productively andevaluating evidence.

Adolescence is an important transitional period in thedevelopment of critical thinking.

Cognitive changes that allow improved critical thinking are: Increased speed, automaticity, and capacity of information processing. Greater breadth of content knowledge in a variety of domains.

Increased ability to construct new combinations of knowledge

A greater and spontaneous use of strategies

Although adolescence is an important period in the

development of critical thinking skills, if an individual has notdeveloped a solid basis of fundamental skills (such as literacyand math skill) in childhood, critical thinking skills areunlikely to mature during adolescence.


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Impact of Cognitive Development on

Adolescents


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As a result of their growing cognitive abilities, most developing adolescents will:

Become more independent.

Take on increased responsibilities, such as babysitting, summer jobs, orhousehold chores.

Shift their school focus from play-centered activities to academics.

Begin to consider future careers and occupations.

Look to peers and media for information and advice.

Begin to develop a social conscience: becoming concerned about social issuessuch as racism, global warming and poverty.

Develop a sense of values and ethical behavior: recognizing the value of traitssuch as honesty, helpfulness, caring for others.

Develop a realistic self-image. This is dependent on effective cognitive

development. Seeing oneself as one really is a very abstract process. The earlyadolescent, therefore, has a hard time picturing a self-image, and the middleadolescent spends this period looking for different ways to be an adult. Finally, bylate adolescence, a realistic self-image is possible to obtain, and the job then is tolearn how to use the hand theyve been dealt effectively.


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As adolescents begin to exercise their newreasoning skills, some of their behaviorsmay be confusing for adults. It is normal for

them to: Argue for the sake of arguing.

Jump to conclusions.

Be self-centered. Constantly find fault in the adult's position.

Be overly dramatic.


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Social Cognitions Involvement

in Adolescent Development


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Social Cognition refers to how people conceptualize

and reason about their social world, including the

relation of self to others.

Elkind proposed that adolescents, especially youngadolescents, develop an egocentrism that consists of

an imaginary audience and apersonal fable.

Adolescent egocentrism is the heightened self-

consciousness which is reflected in the belief that

others are interested in them as they are themselves.


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Adolescent Egocentrism

This can be dissected into two types of thinking:

Imaginary Audience: E.g. An adolescent girl walks into the room andthinks that all eyes are riveted on her complexion.

The adolescents believe that they are onstage where they are the main actorsand others are the audience.

Personal Fable: This involves adolescents uniqueness and invincibility.

Adolescents sense ofpersonal uniqueness makes them feel that no one canunderstand how they really feel.

Adolescents often show a sense ofinvincibility- feeling that others might bevulnerable to tragedies but these things might not happen to them.

Some developmentalists believe that the sense of uniquenessand invincibility is responsible for some of the seeminglyreckless behavior of adolescents including, drug use, suicideetc.


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Perspective taking

Ability to assume another persons perspective andunderstand his or her thoughts and feelings.

Perspective taking increases adolescents self-understanding and also improve their peer group

relations and quality of friendships. The relation between self and the other person is

complex

Most developmental theorists believe that

developmental changes in self-other relationship arecharacterized by movement from egocentrism toperspectivism.


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Cognitive Development Needs

Nurturing


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Importance of Nurturing Cognitive

Development The development in thinking that happens during adolescence needs

nurturing in order for it to grow.

If a child is not exposed to abstract concepts and ideas at home and inschool, then this ability atrophies, and the teenager may grow up to be anadult who is a concrete thinker is most aspects of life. If formal thought isnurtured, then the adolescent has a better chance of becoming an adult who

can make intelligent decisions about life in a complex, modern society. An adult body, a childs mind

For many adolescents, puberty is finished as early as 13 or 14 years of age.With cognitive development really just getting off the ground at about thattime, there can be considerable conflict between the adult body and thechilds mind. For example, a teenager who is still a concrete thinker can get

into trouble if he cant understand the future consequences of currentbehavior. It may be difficult for that teenager to personalize lessonspresented to him in general terms. He may struggle with a concept if it isnot described using concrete examples, or using role-playing to help himidentify personally with the concept.


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Suggestions to encourage positive and healthy

development in adolescents

The following suggestions will help to encourage positive and healthycognitive development in the adolescent:

Include adolescents in discussions about a variety of topics, issues, andcurrent events.

Encourage adolescents to share ideas and thoughts with you.

Encourage adolescents to think independently and develop their own ideas. Assist adolescents in setting their own goals.

Stimulate adolescents to think about possibilities of the future.

Compliment and praise adolescents for well thought out decisions.

Assist adolescents in re-evaluating poorly made decisions for themselves.

Enhance Critical Thinking Skills in Adolescents

(By using more assignments that require students to focus on an issue, aquestion or an problem, rather than just reciting facts, teachers stimulate

students ability to think critically.)


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Lets Revise


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Question: Jean Piaget was a:

a. Child Psychologistb. Developmental Psychologistc. Biologist

d. Genetic Epistemologist

Question: Piaget assumed that children are __________ inconstructing understanding of the world.

a. Passiveb. Activec. Neutrald. Bystanders


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Question: Jane has learned to feed herself with a spoon. When her mothergives her a fork, she immediately begins to feed herself. Jane has

__________ the fork into her schema for utensils.

a. Accomodatedb. Appropriatedc. Assimilated

d. Initiated

Question: Jane's mother has two crackers, both of equal size. She breaksone of the crackers up into four pieces. Jane says she wants the one withthe most and immediately chooses the four pieces, even though the twoamounts are equal. Jane's choice illustrates Piaget's concept of:

a. Accomodationb. Egocentrismc. False Beliefd. Conservation


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Question: According to Piaget, children in the concreteoperational stage have difficulty with:

a. Perspective-takingb. Deductive logicc. Inductive logic

d. Conservation

Question: A schema is a:

a. Category of knowledge that allows us to interpret andunderstand the world.

b. Process of taking in new information.c. Process of balancing old knowledge and new information.d. None of the above


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Question: The ability to think abstractly and systematicallysolve problems emerges during the:

a. Concrete Operational Stageb. Sensorimotor Stagec. Formal Operational Stage

d. Preoperational Stage

Question: Piaget believed that children in the preoperationalstage have difficulty taking the perspective of another person.This is known as:

a. Reversibilityb. Egocentrismc. Metacognitiond. Constructivism


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When Tommy's father hides a ball behind hisback, Tommy quickly loses interest in the ball.This suggests that Tommy has not developed a

sense of:A. basic trust.B. attachment.C. object permanence.D. curiosity.E. egocentrism.


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Question: Piaget's stages are criticized by some due

to:

a. His theory was based on an unrepresentative sample

of children.b. Not all people reach the formal operational stage or

use formal operational thought consistently.

c. His theory underestimates children's abilities.

d. All of the above.

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