Lecture Notes 32: COGNITIVE DEVELOPMENT OF HIGH SCHOOL LEARNERS

PIAGET’S FORMAL OPERATIONAL THINKER

THEORY OF FORMAL OPERATIONAL THINKING

o Demonstrates how the cognitive capacity of the adolescent allows him/her to go beyond the
sensible and concrete to dwell on what is abstract, hypothetical, multidimensional and possible
o Consists of:

1. Propositional thinking

 Making assertion 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

2. Relativistic thinking

 Subjectively making an opinion on facts-involving 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

3. Real versus Possible

 Examining a situation and exploring the possible in terms of situations or

solutions
 Example: possible success in implementing a subject project or a school policy

o Scientific evidence show that while adolescents may obtain the capacity for formal operational
thinking, only experience and education will allow them to actually practice it
o Problem-finding thinker is one who is able to rethink and reorganize ideas and ask important
questions, even defining totally new problems not previously seen

SIEGLER’S INFORMATION-PROCESSING SKILLS

o Views the influence of the environment on thinking

o Sees cognitive growth, not as stages of development, but more of a sequential acquisition of
specific knowledge and strategies for problem solving
o Adolescents may show

1. 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
2. Complexity, by way of considering longer term implications and possibilities beyond the
here-and-now
3. Increased volume of information processing, coupled with longer memory span
METACOGNITION

o Involves the ability to think above thinking, evidenced by awareness of and capacity to identify
one’s own thinking process or strategies-perception, comprehension, memory and problem
solving

OVERACHIEVERS

o Achievement and IQ tests are standard measurements of the learner’s abilities, as well as
potentials for success in given areas
o IQ tests are beneficial instrument in identifying learning deficiencies in learners
o Characteristics

1. 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-anatomy (feels freedom to make right choices, initiates
and leads activities)
5. Academic orientation (disciplined work habits, high motivation to discover and learn,
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 pleasures)
7. Control over mind (well composed and relaxed in performing organized tasks)

UNDERACHIEVERS

o Individuals whose performance are below the measured IQ levels

 Withdrawn underachievers

1. are having a more pronounced tendency to be passive (their overt behavior

being submissive and docile)
2. follow the path of no-resistance
3. not reacting against given assignments
4. following school regulations
5. quiet, they tend not to participate in class activities

 Aggressive underachievers

1. Talkative
2. Disruptive
3. Rebellious

PARENTAL INVOLVEMENT

o Parents of high achievers demonstrate:

 1. Positive attitudes about learning, school, teachers, and intellectual activities, such as by
exposing their children to stimulating books, word games, wholesome sports, travel, etc.
2. Harmonious and supportive relationship, inclusive of open, free and enjoyable
interaction within the family
3. Their own capabilities for success, conflict management, independent choice with which
children can identify
4. Encouragement and support for their children’s achievement without undue pressure
5. Active involvement in the school program and in parent-teacher community activities

o Parents of underachievers demonstrate:

1. Indifference and disinterestedness in academic and extracurricular activities of their

children
2. Authoritarian, restrictive and rejecting attitudes or the opposite, namely being
excessively lax so as to leave their children on their own without any involvement or
support
3. Excessive indulgence, solicitousness, and protectiveness, thus stifling their children’s self
initiative

POSSIBLE ADOLESCENT BEHAVIOR DURING COGNITIVE GROWTH

a. Egocentrism

 The tendency among adolescents to think too much of themselves, such as to be too
sensitive to social acceptance of their appearance, actions, feelings, ideas, etc

1. Feeling they are being watched like an actor on a stage

2. Keep an imaginary audience making them anxious about what to wear, how to
behave
3. Feeling exaggeratedly self-important, leading to dangerous situations such as
entering into early boy-girl relationships, reckless escapades and adventures

b. Idealism

 The adolescent opens thought on the possible, an avenue to possibly imagining what is
far-fetched and less ideal to situations at home, in school, and in society
 Imagining the world of the impossible (as a utopia or heaven on earth)
 The adolescent may become discouraged as social realities (e.g. family discords) fall
short of the ideal

DEVELOPING OCCUPATIONAL SKILLS

o Today, experts believe that high schools can go more along the area of developing occupational
skills than they are currently providing adolescent students in high school
o John Holland’s Personality Factors

a. Realistic

 Prefers practical tasks, often requiring physical labor and motor coordination,
and less of interpersonal skills
 Example: in construction (carpenters, drivers, etc)

b. Investigative

 Prefer to think rather than act

 Being interested in tasks that use conceptual skills
 Example: in the field of science and technology (chemists, scientists,
technologies, etc.)

c. Social

 Are social
 Tend to engage in interpersonal situations and social interaction
 Example: in the social sciences (social workers, physicians, broadcasters
,etc.)

d. Conventional

 Prefer structured tasks

 Subject their needs to those of others
 Example: in office jobs (clerks, manual workers, etc.)

e. Enterprising

 Skilled and constructive in thoughts and actions

 Capable of leading others
 Example: in business industries (sales, enterprises, etc.)

f. Artistic

 Prefer unstructured tasks

 May show ability for self-expression
 Example: in the arts (artists, musicians, performers, etc.)

o High school students who work can benefit by acquiring the attitudes and abilities needed for
gainful occupation; these are:

1. Self-reliance (working without being stressed)

2. Ability to manage money (not spend money on luxuries, much less on alcohol or drugs)
3. Social responsibility (cooperation and respect for others including superiors)
4. Mature work orientation (pride in the work done, quality work)
5. Personal responsibility (independently competing tasks0
 6. Positive attitudes about work (it is not a burden, but a gainful and wholesome activity
that contributes to personality growth)

EXRACURRICULAR ACTIVITIES

o School activities outside the subjects for classroom study are mechanisms for further
development of the adolescent student, allowing the acquisition of new attitudes (such as
discipline and motivation), knowledge (such as of organization, sports, etc.) and skills
(organizing, planning, time-managing, athletics, etc.)
o Is an avenue for leadership
o Example:

Joining a stage club may be so engrossing especially to the artistically bent