Psyc 222 Developmental Psychology II Unit 1 a

Psyc 222 Developmental Psychology II Unit 1 a: Adolescent Physical and Cognitive Development Dean Owen, Ph. D. , LPCC Spring 2011

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Recall Piaget’s Theory of Cognitive Development 12 years + Formal Operational Stage Concrete operational Stage Preoperational Stage Sensori-motor Stage Birth – 2 years 7 years – 12 years – 7 years

Jean Piaget’s Theory of Cognitive Development Sensorimotor stage (Infancy, Birth – 2 years ). In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbolic (language) abilities are developed at the end of this stage.

Jean Piaget’s Theory of Cognitive Development Pre-operational stage (Age 2 - 7, Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates

Jean Piaget’s Theory of Cognitive Development Concrete operational stage (Ages 7 -12, Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes. 12 years +

Jean Piaget’s Theory of Cognitive Development Formal operational stage (Ages 12+, Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.

Formal Operational Stage Source: Renner, J. , Stafford, D. , Lawson, A. , Mc. Kinnon, J. , Friot, E. , & Kellogg, D. (1976).

Pre-operational stage task Egocentrism

Concrete operational stage task Conservation of number

Concrete operational stage task Conservation of length

Concrete operational stage task Conservation of volume

Concrete operational stage task Conservation of mass

Concrete operational stage task Conservation of area

Formal operational stage task “If Edith is taller than Susan, and Edith is shorter than Lily, who is the shortest of the three? ” Susan

Brief quiz on Cognitive Development…. 1. The ability to think abstractly and systematically solve problems emerges during the: a) Concrete Operational Stage b) Sensori-motor Stage c) Formal Operational Stage d) Preoperational Stage

Brief quiz on Cognitive Development…. 2. Jean Piaget was a: a) Child psychologist b) Developmental psychologist c) Biologist d) Genetic Epistemologist

Brief quiz on Cognitive Development…. 3. According to Piaget, children in the concrete operational stage have difficulty with: a) Perspective-taking b) Deductive logic c) Inductive logic d) Conservation

Brief quiz on Cognitive Development…. 4. Jane has learned to feed herself with a spoon. When her mother gives her a fork, she immediately begins to feed herself. Jane has _____ the fork into her schema for utensils. a) Accommodated b) Appropriated c) Assimilated d) Initiated

Brief quiz on Cognitive Development…. 5. A schema is a: a) Category of knowledge that allows us to interpret and understand the world. b) Process of taking in new information. c) Process of balancing old knowledge and new information. d) None of the above.

Brief quiz on Cognitive Development…. 6. 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.

Brief quiz on Cognitive Development…. 7. Jane's mother has two crackers, both of equal size. She breaks one of the crackers up into four pieces. Jane says she wants the one with the most and immediately chooses the four pieces, even though the two amounts are equal. Jane's choice illustrates Piaget's concept of: a) Accommodation b) Egocentrism c) False belief d) Conservation

Brief quiz on Cognitive Development…. 8. Piaget believed that children in the preoperational stage have difficulty taking the perspective of another person. This is known as: a) Reversibility b) Egocentrism c) Meta-cognition d) Constructivism

Brief quiz on Cognitive Development…. 9. Piaget assumed that children are _____ in constructing understanding of the world. a) Passive b) Active c) Neutral d) Bystanders

Formal Operational Stage The final stage of cognitive development characterized by the capacity for abstract, systematic and scientific thought. ……

Formal Operational Stage Two features of formal operational thought: 1. Hypothetico-Deductive reasoning. 2. Propositional Thought

Formal Operational Stage Hypothetico-Deductive Reasoning Problem Hypothesis Solution

Formal Operational Stage Propositional Thought This is abstract thinking… Being able to make judgments without reference to physical objects or real world circumstances.

Does formal operational thought emerge for all adults? ? Do individuals in primitive tribal cultures develop formal operational thought…. . Stories of Aboriginal Australians and British Researchers…. .

Does formal operational thought emerge for all adults? ? This suggests that perhaps, contrary to Piaget’s theory, thought processes may be a function of exposure and cultural need…without the drive or need to perform, those skills fail to develop in favor of other, more functional skills. In some societies +/- 5 cm is close enough! For ours it may be necessary to measure things in milimicrons……

Does formal operational thought emerge for all adults? ? What would happen if there were no paper in the world? How would the world be different if Germany and Japan had won World War II? What would people look like if gravity were 1/10 as much as it is.

Information Processing and Adolescent Cognitive Development. Mechanisms Attention: More focused and better adapted to changing situations Inhibition: Internal control improves allowing individuals to ignore irrelevant stimuli and of well learned responses if inappropriate…improves attention and reasoning. Problem solving strategies: Improve significantly and are more effective, with gains in storage ability, representational ability and retrieval. Knowledge: Body of existing knowledge is increased…reducing the near for strategies. (Rote memorization) Metacognition: (Awareness of thought)…Improves and provides insights into effective strategies for acquiring information and problem solving.

Information Processing and Adolescent Cognitive Development. Mechanisms Cognitive self-regulation: improved self-monitoring, evaluation, and redirection of thought. Speed of thinking and processing capacity increases. The volume of information that can be processed increases significantly as well as efficiency of processing allowing for more complex forms of thought.

Results of adolescent cognitive changes. Self-Consciousness and Self-focusing Increased Metacognition Me + physical & psychological changes Me Me Me = Me

Results of adolescent cognitive changes. Imaginary Audience: The belief that they are the focus of the attention and concern of others…. . I can’t possibly go to school wearing that!! Everyone will laugh at me!! Hypersensitivity

Results of adolescent cognitive changes. Personal Fable: Certain that others are observing and thinking about them, adolescents acquire the belief that they are special and unique. No one can understand how what it’s like to be me…

Results of adolescent cognitive changes. Idealism and Criticism The ability of adolescents to think of alternatives allows them to think of different or alternative worlds…religious, moral, political worlds that are ideal…. it also make them more likely to become critical of what is…. . they tend to think of what could be rather than what is…. .

Results of adolescent cognitive changes. Decision Making Skills Adolescents have more difficulty in arriving at decisions in a systematic fashion…. and still lack experience and fundamental knowledge about likely outcomes or results of decisions. They also face many new situations involving competing goals or objectives…. They tend to choose shortterm goals instead of long-term goals…. Freud would say that their “EGO” was relatively weak.

Results of adolescent cognitive changes. Gender Differences in Mental Abilities. Females tend to score slightly better than males in tests of verbal ability and perform better in reading and writing……perhaps because of earlier development of the left cerebral cortex and greater maternal verbal stimulation…. . Language arts may also be stereotyped as more feminine and are more encouraged and supported throughout school. These differences are small !!!

Results of adolescent cognitive changes. Gender Differences in Mental Abilities. Males tend to perform better than females in complex mathematical reasoning perhaps as the result of somewhat better spatial skills abilities…thinking of objects in a three dimensional space……Math and science may also be stereotyped as more masculine disciplines… These differences are small !!!

Results of adolescent cognitive changes. Gender Differences in Mental Abilities. William Shakespear F-16 fighter Pilot

C o l o rs Thinking about who you are….

Transitions What Adolescence is all about. What transitions can identify? ?

C o l o rs Scoring: Count the number of Rs, Ys, Gs, and Bs you circled on the survey. My most frequently circled letter was My least frequently circled Letter was R B

C o l o rs Style Strengths Weaknesses Fears Red Confident Ambitious Hurt’s feelings Impatient Being taken advantage of Yellow People oriented, flexible, loves to talk Time problems, lack enough facts, doesn’t listen Social disapproval Blue Loyal Good Listener Calm Low profile Passive Slow to change Insecure environment Green Precise Diplomatic Procrastinates Overly sensitive Too-detail oriented Imperfection

C o l o rs Strengths To be more effective R/B Strengths: Red/blues are go getters who want to be where the action is-and usually are. They are innovative, direct and sometimes aggressive. They have an intense desire to be winners and have no time for nonsense or the status quo. To be more effective: Red/Blues need to learn patience when others drag their feet or when "needless" rules and regulations get in the way of progress. They need to relax and slow down to lessen stress and adverse reactions from others. R/G Strengths: Red/Greens are direct and persistent and they pull no punches. They can be counted on to get the job done. They don't ask questions and don't worry about details. They may not win the "nice guy" award but their success earns them admiration and respect. To be more effective: Red/Greens need to temper their greatest asset forcefulness - to keep it from becoming a liability. They need to guard against the temptation of allowing "the ends to justify the means. " R/Y Strengths: Red/Yellows demonstrate a quiet confidence in themselves and their abilities. They are strongly self motivated, especially toward their own goals. They may have difficulty communicating, but their firm. low-key approach does produce results. To be more effective: Red/Yellows need to take themselves less seriously and rely on their managers to help then channel their energy toward more harmonious relationships. They need to spend more time becoming acquainted with colleagues and others on a personal basis.

C o l o rs Strengths To be more effective Y/B Strengths: Yellow Blues have natural ability in all aspects of the job. They sell ideas or services with emotion and word pictures. They are well organized and have a competitive spirit. They get along with most everyone and welcome changes. To be more effective: Yellow/Blues need to consciously deal with their high energy level and need for change to control discontentment, restlessness, impulsiveness, and fault-finding. They need a variety of tasks and help with more routine tasks. Y/G Strengths: Yellow/Greens are emotional and love people. They are highly articulate and effervescent and they know how to motivate others. They are not interested in details, paperwork, and other minor nuisances. To be more effective: Yellow/Greens need to use good time management principles and to be better organized. They need self-discipline to avoid missed appointments, being late, and errors due to carelessness. Y/R Strengths: Yellow/Reds love people and are gregarious but not pushy. They have a sincere interest in others and their needs, but do not like confrontation or criticism. they are sharp dressers and compliment others for the way they are dressed. To be more effective: Yellow/Reds need to temper their love for people with more concern for the task. They need to be more assertive and more persistent and need to use principles of good time management.

C o l o rs Strengths To be more effective B/G Strengths: Blue/Greens are productive day in and day out, especially in a stable environment where there is no fear of constant change. They are warm and friendly and have a firm desire to change To be more effective: Blue Greens need to be more flexible to take advantage of unexpected opportunities. They need to pay more attention to details and to guard against a tendency to lose their cool. B/R Strengths: Blue/Reds are skilled in "winning friends and influencing people". They avoid conflict, but handle complaints efficiently and courteously. They are good listeners and are generally well organized. To be more effective: Blue/Reds need to be more forceful in dealing with dominant others. They need to project more enthusiasm. They need prior conditioning to adjust to changes. They have strong family and other non work ties. B/Y Strengths: Blue/Yellows are steady performers who "plan their work and work their plan. " They are thorough, persistent, calm, and collected. They are logical and analytical, and although friendly, they prefer a low-profile. To be more effective: Blue/Yellows need to demonstrate the same interest in people they do in 'Product. " They need to focus more on others and their needs and project more confidence and enthusiasm.

C o l o rs Strengths To be more effective G/B Strengths: Green/Blues excel in applied creativity. They are systematic change agents who move quickly but only after having all of the facts. They are quiet and forceful, and their knowledgeable, determined, and low-key approach is often effective in relating to others. To be more effective: Green/Blues need to learn that others may see them as aloof because of their depth of thought. They may seem too critical because they have little tolerance for carelessness or nonsense. They can improve their image by being less serious about themselves and by being more patient with others. G/R Strengths: Green/Reds are very skilled at using logic. They are reserved and prefer to work with facts and data. They are gracious with people, but avoid conflict of an emotional or subjective nature. To be more effective: Green/Reds need to be more assertive and rely less on logic in dealing with aggressive people. They can reduce internal stress by worrying less about things they cannot control. G/Y Strengths: Green/Yellows are deep thinkers who will exert great energy to ensure things are done exactly right. They are conscientious and will master any task they take on. The work long hours and don't ask for help. To be more effective: Green/Yellows need to keep attention to detail from making them lose sight of the big picture and getting them bogged down in time-consuming activities. They need to set realistic time limits and accept less-thanperfect results.

Questions or comments ? ?

References Renner, J. , Stafford, D. , Lawson, A. , Mc. Kinnon, J. , Friot, E. , & Kellogg, D. (1976). Research, teaching, and learning with the Piaget model. Norman, OK: University of Oklahoma Press.