Mental activities Cognitive development

◦ Organization and thinking process ◦ Reasoning abilities

Language ability Ability in making decision Memory and reasoning capacity

Concrete Operational stage (6-11) Thinking and reasoning ability is limited only to object that can be seen concretely.

Formal Operational stage ( 12 & above). ◦ Hypothesis testing (scientific & matured) ◦ Understand complex and abstract issues.◦ Predict & Planning◦ Long term planning

~Teens begin to use formal operations to solve problems during this period of their growth.

Piaget’s approach to cognitive development has had a significant influence on developmental psychologists.

FORMAL OPERATIONS PERIOD is the stage during which people develop the ability to think abstractly.

◦ Piaget asserted that children enter this stage at the beginning of adolescence

Research finds individual differences in cognitive abilities not universal.

Some researchers suggest that cognitive development is more continuous, less step-like than Piaget proposed.

Piaget underestimated the skills of infants and young children.

Piaget focused only on thinking and knowing, missing other kinds of intelligence.

Full capabilities of using principles of logic unfold gradually, throughout early adolescence (approximately ages 12 to 15).

But not everyone achieves formal operational skills (some studies estimate that 25 percent — 50 % of college students do not).

Social values/ culture also influence the achievement of these skills

◦ Isolation, level of formal education, level of scientific

sophistication in the community

Information Processing Perspectives assert that one of the key reasons that mental abilities advance during adolescence is the growth of metacognition

The growth of METACOGNITION, the ability to think about one's own thinking process and their ability to monitor their cognition.

ADOLESCENT EGOCENTRISM is a stage of self-absorption where the world is seen only from one's own perspective.

◦ Thus adolescents are highly critical of authority figures, unwilling to accept criticism, and quick to find fault with others.

◦ Adolescent egocentrism helps explain why teens often think they’re the focus of everyone’s attention!

IMAGINARY AUDIENCE, where adolescents think they are the focus of everyone else's attention.

◦Constructing elaborate scenarios about other’s thoughts/intentions

PERSONAL FABLES, the belief that the adolescent is unique and exceptional and shared by no one else

◦No one understands me

◦Risk taking behavior

More complex thinking process - abstract thinking

Reasoning ability based on available principles

Can compare and debate issues Able to think the process of thinking Thinking ability of a child and adolescent/

adult differs more complex.

Systematic thinking ability Cognitive changes gradually Development towards formal operation differs

for different individual because their perceptions towards the world around them is different.

Issues related to emotions can hinder adolescent to think complex issues.◦ Implication can be positive or negative

More complex thinking focused more on personal decision making (relates to home and school environment), such as:

a. Home/school workb. Questions rules, authority, standard in societyc. Giving opinion towards certain topic of interest

that relates to their everyday chores/living Best sports/games? Good looking? Change rules ?

Thinking process increases and more developed covers issues related to philosophy and the future:a. Questions asked are more advancedb. Analysis ability betterc. Think and form own code of thinking (what’s

right?)d. Thinking of other alternatives and form own

identity (Who am I?) e. More systematic thinking style consider their

goals in life (What do I want?)f. Think about the future long term planning.g. Thinking ability are more systematic

influence behavior towards others.

More complex thinking process focused on personal decision making but less self-centred. Issues such as:-

a. Global / advance issues (justice, history, politics & patriotism)

b. Form own ideas about certain topics/issues.

c. Like to debate.

d. Thinking more geared towards career development.

e. Started thinking about their role in society.

Involve them in discussions. Encourage them to share ideas and opinions. Help them to set their goals. Encourage them to think of future possibilities. Encourage and praise where appropriate. Assist them in making decision.

Changes during adolescent (Physical, social, mental) impact on their lives

Social Physical Thinking process

Consequent Adolescent – Parents Conflict

Galambos ◦ Responsibilities,◦ Duties / house chores◦ Pocket money, dating◦ Friends◦ appearance

Barber◦ Families,◦ School◦ Curfews◦ Dating◦ Peers◦ Sexual behavior

Tubman Conflict must occur as a part of normal adolescent development.

Individuation period adolescent set own identity different from parents.

De-idealization Adolescent are now aware that parents are not always right/perfect (started to think what’s logic and what’s not).

Advance in reasoning abstract and logical thinking ability reasoning ability.

Are more interested in the concept of JUSTICE, RIGHTS, EQUILITY. (Thus can think and questions rules set by parents)

Even though conflicts always occurs but its not harmful will not threaten parents-child relationship.

In fact, conflict during adolescent is “simply a part of becoming an adult”.

Light (1990) studies showed, some adolescent do◦ Admire their parents.◦ Discuss problems with parents.◦ Seek advise and opinion from parents◦ Love and feel loved by their parents◦ Feel treasured and respected by parents.

While cognitive abilities increase, school performance tends to decline. Reasons not completely clear—more strict grading?

There is a strong relationship between educational achievement and socioeconomic status (SES) Poorer children have fewer resources, lower health, more

inadequate schools, and less involved parents. There are ethnic and racial differences in school achievement

but the reason for them is not clear. In general, African-American and Hispanic students

perform at lower levels than Caucasians and Asians perform at higher levels.

Additional success factors are the cultural value of school success, attributions of school success, and consequences for not doing well.