The Developing Person Through Childhood and Adolescence by

The Developing Person Through Childhood and Adolescence by Kathleen Stassen Berger Seventh Edition Chapter 15 Adolescence: Cognitive Development Slides prepared by Kate Byerwalter, Ph. D. , Grand Rapids Community College

Make it Real: Adolescent Thought n Think of an argument you had as a teenager, or a time when you heard a teenager argue. n Contrast the argument styles of 2 teenagers versus 2 adults. (e. g. , about politics). Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Adolescent Thought n Adolescents often combine ego, logic, and emotion in their thinking, in ways that differ from adults. n These processes involve egocentrism, formal operational, and postformal thought. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Adolescent Egocentrism n A tendency to focus on oneself: ¨ Personal Fable (“I’m so unique. ”) ¨ Invincibility ¨ Imaginary Fable (“Nothing bad can happen. ”) audience (“Everyone is watching. ”) Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

n Think of real life examples of the invincibility fable, personal fable, and imaginary audience. SYBIL SHACKMAN / MONKMEYER Make it Real: Adolescent Egocentrism Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Middle School: A Low Point n The first year of middle school (starting in grade 5, 6, or 7) is often a “low ebb” of learning. n Students are dealing with a variety of issues (see next slide). Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Issues in Middle School n Some issues kids must deal with during middle school: ¨ Puberty ¨ Relational ¨ Greater bullying competition─extracurricular activities ¨ Short class periods that prevent in-depth discussion Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Designing a School n Some ideas to help middle schoolers: ¨ Longer class periods ¨ Teachers ¨ Use rotate classes (vs. students) of “pods”–small groups of students Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Compared to Young Kids, Adolescents: are better arguers n have a larger knowledge base n use better memory strategies n are faster thinkers n PHOTODISC Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Piaget’s Highest Stage n Adolescents are in Piaget’s 4 th stage, formal operational thought, characterized by: ¨ logical thought ¨ hypothetical ¨ abstract thought ¨ deductive reasoning Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Deductive Reasoning n This begins with an idea or premise and then uses logic to draw specific conclusions (“top-down” thinking). ¨ Example: If something is a duck, it will waddle and quack. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Inductive Reasoning n Reasoning from one or more specific experiences to a general conclusion (“bottom-up” thinking). ¨ Example: This is a duck. It waddles and quacks. This other creature does too–so it must also be a duck! Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Formal Operational Tasks The Balance Scale Problem n Mixing Chemicals n Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Formal Operational Thought n Adolescents can think about possibilities and about the future. n They often question adult values, practices. n They love to think and discuss life, and are often idealists. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Two Types of Thought n Analytic (formal operational) n Intuitive: thoughts spring from feelings, memories ¨ Is QUICK, POWERFUL, but may be illogical! ¨ Example: assume an athlete must be popular Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Cognitive Economy n Adolescents learn to use the most efficient and effective type of thought, depending on the situation. n Example: They use analytic in science class, but intuitive for personal issues. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Learning in High School n High schools emphasize the use of formal operational thought (vs. intuitive). n Teachers are specialists in their field. n The curriculum is rigorous, with math and science emphasized most. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

High-Stakes Testing n These tests determine whether a student is promoted in school. They are not without controversy: ¨ Are there higher drop out rates as a result? ¨ Do they increase ethnic, economic, and sexual inequality? ¨ Do they decrease student motivation? Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Student Motivation n Many adolescents express boredom and unhappiness with school. n 38% of high school teachers say “student apathy” is their most serious problem. n Teens emphasis on “fitting in” with peers may discourage them from learning. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Make it Real: Student Motivation n What kinds of activities might help increase student motivation? JACQUES PAVLOVSKY / SYGMA / CORBIS Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Increasing Student Motivation n Studies suggest that engaging students via extracurricular activities creates connectedness, and contributes to student learning. n Unfortunately, many schools are too large to meet the needs of many students. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Violence in Schools n Although schools are relatively safe, students report feeling unsafe. This fear is strongest among African American and Hispanic youth. n Primary prevention of school violence is needed. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Postformal Thought n Researchers have proposed a “fifth stage” of thinking: postformal thought. n This combines both intuitive and analytic thought, resulting in more balanced thought. n It develops during early adulthood. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Cognitive Flexibility n Postformal thought recognizes that there are often multiple perspectives. n It involves cognitive flexibility, the ability to show or hide emotion as appropriate to the situation. ¨ Example: Not crying in front of your boss. Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Learning in College is worth it! Benefits: ¨ Income ¨ Deeper, more flexible thought ¨ Knowledge of specific subject areas ¨ Reasoning ability ¨ Reflectiveness Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15

Berger: The Developing Person Through Childhood and Adolescence, 7 th Edition, Chapter 15