UNIT 6 Adolescence (The High Schoo! Learner) ~ Paz I. Lucido, PhD Learners MODULE ih Cognitive Development of High Schoo! ers At the end of this module, you should be able to: describe the cognitive development of adolescents in the light of Piaget's and Siegler’s cognitive development theories. explain the consequences of the adolescents’ cognitive development on their behavior. define overachievement and underachievement, and propose solutions to underachievement, present an abstract of a recent research related to cognitive development of adolescents. draw implications of these cognitive developmental concepts to high school teaching-learning and parenting. (QA Adolescence is a time for rapid cognitive development. At this stage of development, there is a decrease in egocentric thoughts, while the individual’s thinking takes more of an abstract form. This allows the individual to think and reason in a wider perspective. Behavioral studies also show the development of executive functions comprised by cognitive functions that enable the control and coordination of thoughts and behavior. Adolescence is therefore a period of human development that has great influence on the individual’s future life through character and personality formation. 323324 ‘The Child and Adolescent Leamers and Learning Principles (% 2x0 Form small groups and share your experiences about the following which relate to cognitive development: 1. The grades you received (and possible awards and recognition) and their effect at home and school 2. Any involvement in projects (e.g. IT research, workshops, planning, discovering, organizing, etc.) and what cognitive processes were involved in these 3. Memorable field study and how this helped you develop cognitively (Qo 1. Based on your group sharing, have you progressed from simple memory of facts to higher types of learning (understanding, applying, analyzing, assessing, etc.)? 2. How did your school learning relate to actual life at home and in the community? For example, were mathematical subjects (Algebra, Trigonometry, etc.) really helpful and applicable in ‘your life? 3. Do you think you need to develop your cognitive or thinking skilis more so that you can be a planner, an organizer, or a leader? a? TSO) Similarly remarkable as the physical changes during adolescence are changes in thinking patterns. These changes are marked by the acquisition of new cognitive skills due to the brain’s increasing in weight and refining synaptic connections (technically known as corpus collosum) which join and coordinate the two hemispheres of the brain. Another brain development is the process of correlated temporal and parictal areas (technically known as myelination). This second development covers the brain systems whose executive functions relate to attention, verbal fluency, language and planning, Through brain scanning, three peaks in brain maturation have been identified by neurological scientists and these are at age 12, age 15, and age 18.5 coinciding with operational thinking processes forUnt 6 Adolescence Module 25 — Cognitive Development of High Schoo! Learners logical reasoning. Accompanying brain changes in cognitive ability, the adolescent begins to acquire spatial awareness and formulate abstract or ‘general ideas involving numbers, order, and cause-effect. All these changes propel the adolescent from the world of sensible and concrete thoughts to the world of the possible and universal ideas (e.g, general ideas about the ‘good, true and beautiful). Piaget’s Formal Operational Thinker Piaget formulated the theory of Formal Operational Thinking which demonstrates how the cognitive capacity of the adolescent allows hit’ her to go beyond the sensible and concrete in order to dwell on what is abstract, hypothetical and possible. In this realm of thought, the adolescent begins to attain subtlety in thinking, entering the sphere of possibles and futuribles. More specifically, formal operational thinking consists in: (a) Propositional thinking—making assertions outside visual evidence, and stating what may be possible in things not seen by the eyes (for example, whether an unseen object is red or green, big or small, flat or round). (b) Rel istic thinking — subjectively making an opinion on facts wolving one’s own bias, prejudice of distortion of facts ~ which may be either right or wrong (for example, arguing for or against the superiority of the races, whether white, brown, yellow or black). (©) Real versus possible — examining a situation and exploring the possible in terms of situations or solutions (e.g. possible success in implementing a student project ot a school policy). For Piaget one indication of the presence of formal operational thinking is the ability of the adolescent thinker for combinational analysis, which is his taking stock of the effects of several variables in a situation, testing one variable at a time, and not randomly. An application of situation which requires combinational analysis is the school laboratory experiment where high school students test chemical elements singly and in combination, resulting in an understanding of chemical changes. ‘A new capacity known as Hypothetic-Deductive Reasoning emerges in the adolescent reasoning from general facts / situations to a particular conclusion, The school pendulum experiment is an example of deducing from variables and generating and recognizing a truth, expressed by the transitional process of deriving a conclusion from a hypothesis. 325‘The Child and Adolescent Learners and Learing Principles Scientific evidence shows that while adolescents may obtain the capacity for formal operational thinking, only experience and education will allow them to practice it. School math and science activities such as performing Physics-type problems (balance scales, pendulums, projections of images and shadows, ete.) certainly help in actualizing formal operational thinking, Outside formal operational thinking through mathematical and scierice studies, the adolescent enters into a new capability which makes him a problem-solving thinker. This involves identifying problems and seeking new and creative solutions for them. The problem-finding thinker is one who is able to rethink and reorganize ideas and ask questions, even defining totally new problems not previously seen. The adolescent may further experience an increase in depth of thought. Thus he/she is able to bring what is logically “best” for everyday life, whether or not this may be the objectively correct solution or response to a situation or problem. ‘Siegler’s Information Processing Skills As in information-processing theories, Robert Siegler views the influence of the environment on thinking. He sees cognitive growth, not as stages of development, but more of a sequential acquisition of specific knowledge and strategies for problem-solving. He observes the quality of information the adolescent processes that influences hinvher in facing tasks at hand through strategies or rules. In his experiments, Siegler used rule models in relation to balance, weight, distance, conflict-weight, conflict-distance, and other conflict balance problems. He examined the correct and wrong answers to each of the problems, drawing out rule models in thinking and knowing. Thereupon, adolescents may show: (a) speed in information processing, coupled with greater awareness and control and acquired knowledge base ~ a more efficient kind of thinking compared with that of the child (b) complexity by way of considering longer-term implications and possibilities beyond the here-and-now, and (c) increased volume of information processing coupled with longer memory span. Metacognition Among the cognitive advances in adolescence is metacognition which is the ability to identify one’s own thinking processes and strategies inclusive of perception, memory, understanding, application,Unité Adolescence Module 25 ~ Cognitive Development of High School Learners analysis, assessment and innovation. The adolescent is able to state “I know that” among the memory data stored in his mind; also able to state “I know how” referring to procedural processes that improves memory recall through the use of a mnemonic device. The adolescent may also spend time reflecting about a material to be leamed by answering mentally such questions as what, why, where and how. All these are demonstrations of higher order thinking skills during adolescence. Another important development is the ability of the adolescent for information processing. Information theorist Robert Siegler sees a sequential acquisition of specific knowledge and strategies for problem solving. He observes the quality of information processes that faces tasks at hand through strategies and rules. Rules relate to balance, weight, distance, conflict weight, conflict distance and conflict balance problems. Thereupon the adolescent shows (i) speed in information processing coupled with awareness and control (ii) complexity by way of considering longer-term implications and possibilities beyond the here-and-now. (iii) increased volume of information processing, coupled with longer memory span along many areas or domains of knowledge. The adolescent thus transforms from being a novice to becoming a near-expert. Overachievement During adolescence, he/she can achieve very high academic grades, in spite of not getting 1Q grades that are at the top 3 or 5 percent of the bell curve. The case of overachievers is a reminder that the Intelligence Quotient test is not the only determinant in school achievement. There are other factors such as motivation interest, work habits, and personality development. Beyond statistical achievement in curricular subjects (English, Math, Science, Araling Panlipunan, etc.) the overachieving adolescent may demonstrate superior work habits, greater interest in school work, more consistency in doing assignments, and more grade! performance consciousness. Overall, they show more responsibility, consciousness and planning compared with “normal” achievers. Characteristics of overachievers are: L._ Positive self- value (self-esteem, confidence, optimism); 2.' Openness to authority (responsive to expectations of parents and teachers); 3. Positive interpersonal relations (responsive and sensitive to feelings of others); 4. Less conflict on the issue of self-autonomy (feels freedom to make right choices, initiates and leads activities); 5. Academic orientation (disciplined work habits, high motivation aor‘The Child and Adolescent Learners and Learning Principles to discover and leam, interest in study values and varied fields of study); 6. Goal orientation (efficiency and energy in organizing, planning, setting target, prioritizing long-term goals over short-term rewards); and 7. Control over anxiety (well composed and relaxed performance of organized tasks). ‘Underachievement The adolescent may perform below the standards set. Possible potentials do not cope with the opportunity to learn and score in the top quarter of measured academic ability. Grades are below measured aptitudes for academic achievement. Underachievement may become ‘more pronounced when high school class work becomes more demanding. Withdrawn underachievers refer to those who have a more pronounced tendency to be passive resulting in being submissive and docile. They follow the path of no resistance, not reacting to given assignments and school regulations. Generally quiet, they do not participate in class activities. Aggressive underachievers are those who tend to be talkative, disruptive and rebellious. cent. wth ‘There are behavioral tendencies which may accompany cognitive growth during adolescence. These are: 1, Egocentrism. This is the adolescents” tendency to think too much of themselves, while being too sensitive to social acceptance of their appearance, actions, feelings, ideas, etc. Egocentrist teens feel they are being watched like an actor on stage; keep an imaginary audience who are strict critics of dress, behavior or performance. One egocentric strain is exaggerated feeling of self importance which may lead to murky early boy-git! relationships, dangerous escapades and adventures. 2. Idealism. This refers to imagining the far-fetched and less ideal situations at home, in school, and in society. The teen may imagine a utopia or heaven on earth leading to discouragement when social realities become harsh (c.g. unexpected low grades, family discord, etc) 3. Increased argumentativeness. Teens enjoy learning through the use of group dynamics including role play, discussion, debate,Unit 6~ Adolescence Module 25 ~ Cognitive Development of High School Learners and drama. Strict imposition of the use of English in the campus has been the strategy by premiere schools to develop argumentative students who later on transform into leaders in politics, business and other top professional fields. Parents and teachers must be able to recognize the cognitive development paths among adolescents and. create situations that will foster higher thinking skills through: a Activities at home e.g. asking teenage children for suggestions on family matters- house physical arrangements, things to buy, places to go to for family outing, etc. Allowing more independence e.g. use of school allowances, choice on what to wear, etc. Activities in school that allow participation, such as projects, field trips, joint internet research, etc., and Develop reading skills through magazine articles, Internet blogs. ‘Developing occupational skills Senior High School Grades 11 and 12 were designed to provide attention to occupational skills that are absent even among college graduates. The Department of Labor and Employment reports that there is mismatch between academic preparation and job skills thus worsening the gap between employable school graduates and potential jobs or ‘employment. Theorist John Holland has identified basic personality factors that match with attitude and work preferenc Realistic ~ This personality type prefers practical tasks, including those requiring physical labor and motor coordination, and less of interpersonal skills (e.g. carpentry, driving, etc.). Investigative — This prefers tasks that are conceptual such as in the fields of science and technology as chemists, scientists, technologists, etc. Conventional ~ This prefers structured tasks that cater to the needs of others, such as in office jobs and manual labor. Enterprising ~ this prefers independence and innovation in business and other enterprises that reflect autonomy and personal initiative. Artistic ~ this prefers unstructured tasks that show ability for self-expression such as from artists, musicians, and performers. Adolescents may also show capability for multitasking, later on ‘becoming professionals such as doctors who are at the same time business 329‘The Child and Adolescent Learners and Leaming Principles entrepreneurs. Early on adolescents may show abilities for gainful work, later on becoming self-supporting in college, by entering the service sector as fast-food employees, sales clerks, office messengers, and utility personnel. These adolescent attitudes and abilities demonstrate: ‘self-reliance — working independently without stress; ‘money management — not spending money on luxuries, much less on alcohol and drugs; « social responsibility — cooperation and respect for others including superiors; ‘¢ mature work orientation — pride in work and quality of work; «personal responsibility — assuming tasks independently and competitively; and © positive attitude to work ~ Work is seen as a gainful and wholesome activity and not a burden. PRIM 1, Comment on Piaget’s and Siegler’s theories by. identifying situations where their insights were applicable to you. Theories Applications which proved the theories to be applicable Piaget's operational thinker: «Thinking the possible but unseen «Thinking out your bias + Exploring solutions Siegler’s information processing skills «Increased thinking speed Increased complexity «Increased volumeUni 6 Adolescence Module 25 - Cognitive Development of High School Leamers 2. Share your thoughts on the following with your small groups: ‘a, What were the improvements of your thought pattems during adolescence comparing these with those of your elementary school days? . b. How does cognitive advancement among teens relate to how they think about (i) relationship with parents (ii) school authority figures such as teachers and administrators (iii) social relationship with the opposite sex? SISO 1. Assign research from Web pages followed by group sharing of insights into the life of notable adolescent achievers: « “Little” Stevie Wonder who at age 10 wrote his first musical composition “Lonely Boy;” ‘© Wolfgang Amadeus Mozart who at age 12 wrote his first opera; «Anne Frank who at age 13 wrote her famous diary during the ‘Nazi occupation of Holland in 1942; ‘© Galileo who at age 17 began his study of Physics in 1581; and ‘+ Leonardo da Vinei who at age 20 was admitted to the Painters’ Guild in 1472. 2. Read and discuss the cognitive competence of highly known intelligent leaders, among others: Albert Einstein Abraham Lincoln «Dr. Jose Rizal « Bill Gates 3, What responses can be made by either parents of teachers for varied types of cognitive achievement patterns? 3‘The Child and Adolescent Leamers and Learning Principles 332 ‘Types of achievement patterns Responses either by Teacher or Parent 1. For overachievers and further inducement to self-value, goal orientation, positive interrelations, ete. 2. Underachievers and parental/teacher encouragement and support 3. Aggressive underachievers who tend to be disruptive, if not rebellious 4, Egocentrism and over-sensitivity to social acceptance 5. Idealism and adolescents being possibly discouraged by painful realities of life .g, conflicts at home, challenges in schoo! work, ete.LUni\6— Adolescence Module 25 Cognitive Development of High School Leamers (7 [RE Read other articles from Web sites related to theories of cognitive development during adolescence. Do these theories add to Piaget’s and Siegler’s theories? ‘What do you think of the quantitative theory approach that states that the adolescents’ cognitive improvement is relatively sudden and drastic. By the time individuals have reached age 15 or so, their basic thinking abilities are comparable to those of adults. Improvements occur in 5 areas during adolescence: 1, Attention, Improvements are in selective attention, the process by which one focuses on one stimulus while tuning out another. Divided attention, the ability to pay attention to two or more stimuli at the same time, also improves, 2. Memory improvements are seen in both working and long-term ‘memory. 3. Processing speed. Adolescents think more quickly than children. Processing speed improves sharply between age five and middle adolescence. It begins to level off at age 15 and does not appear to change between late adolescence and adulthood. 4, Organization. Adolescents are more aware of their thought processes and can use mnemonic devices and other strategies to think more efficiently. 5. Metacognition. Adolescent psychology studies show that adolescents reach a stage of social perspective-taking in which they can understand their own thoughts and behavior, as well as those of other persons they influence. Studies since 2005 indicate that the brain is not fully formed until the late twenties.‘The Child and Adolescent Leamers and Learning Principles KQ ATC 3 1. One cognitive advancement in adolescence is metacognition. What does metacognition mean? ‘A. Ability to identify one’s own thinking processes and strategies. B. Ability to recall and explain. C. Ability to analyze and synthesize. D. Ability to do problem solving. 2. One behavioral tendency which accompanies cognitive growth during adolescence is egocentrism. How does the adolescent show egocentrisin? ‘A. Imaging the far-fetched and less, ideal situations at home, school and in society. B. Enjoyment of group dynamics like role play, discussion, debate. C. Being unmindful of what others will say D. Tendency to think too much of themselves.