Unit 6

Adolescene (The High

School Learners)

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 Module 25:Cognitive Development of
High School Learners

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 Adolescene 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.

Adolescene is therefore a
period of human development
that has great influence on the
individual’s future life through
character and personality form.

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 ● Similarly remarkable as the physical changes during
adolescene are changes in thinking patterns.

Corpus Collosum
Myelination
Accompanying brain changes in cognitive ability, the adolescent
begin to acquire spatial awareness and formulate abstract or
general ideas involving numbers, order, and cause-effect.

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 Piaget’s Formal
Operational
Thinker

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 ● Piaget’s formulated the theory of Formal
Operational Thinking which demonstrates how
the cognitive capacity of adolescent allows
him/her to go beyond the sensible and concrete
in order to dwell on what is abstract,
hypothetical and possible.

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 Formal Operational Thinking consists in;

1. Propositional Thinking- making assertions outside visual evidence,

stating what may be possible in things not seen by the eyes.
2. Relativistic Thinking- making an opinion on facts involving one’s own
bias, prejudice of distortion of facts which may be either right or wrong.
3. Real versus Possible- examining a situation and exploring the possible
in terms of situation or solutions.

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 Robert S. Siegler
. -is an American psychologist and
professor of psychology at Columbia
University. He is a recipient of the
American Psychological Association's
2005 Distinguished Scientific
Contribution Award. He specializes in
the cognitive development of problem
solving and reasoning in children

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 Sieglers Information Processing Skills
Robert Siegler views that 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.
Thereupon, adolescents may show;
(a) speed in information processing, coupled with greater awareness and
control and acquired knowledge base.
(b) completing by way of considering longer-term implication and possibilities
beyond the here and now.
(c) increased volume of information processing coupled with longer memory
span.

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 Metacognition- ability to identify one’s own thinking
process and strategies.

● Adolescent may also spend time reflecting about a

material to be learned by answering mentally such
questions as what, why, where and how. All these are
demonstration of higher order thinking skills during
adolescene.

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 ● Rules relate to balance, weight, distance, conflict weight, conflict
distance and conflict balance problems.
Thereupon the adolescent shows;
(i) speed 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.

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 Overachievement
● The case of overachievers is a reminder that the
Intelligence Quotient test is not the only determination
in school achievement. There are other factors such as
motivation interest, work habits, and personality
development.

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 Characteristics of Overachiever
Less conflict on
Positive self-value the issue of self-
autonomy

Openness to Academic Control over

authority orientation anxiety

Positive
interpersonal Goal orientation
relations

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 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.

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 Withdrawn underachievers
● Refer to those who have more pronounced
tendency to be passive resulting in being
submissive and docile.

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 Aggressive underachievers
● Are those who tend to be talkative,
disruptive and rebellious.

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 Behavior and adolescent cognitive growth.

Egocentrism Idealism

Increased
argumentativeness

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 Implications to adolescent care, education
and parenting
● Parents and teachers must be able o
recognize the cognitive development paths
among adolescents and create situations that
will foster higher thinking skills through;

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 a. Activities at home
b. Allowing more independence
c. Activities in school that allow
participation.
d. Develop reading skills.

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 Developing Occupational Skills

● Senior High Schools Grades 11 and 12 were

designed to provide attention to
occupational skills that are absent even
among college graduates.

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 Theorist John Holland has identified basic personality
factors that match with attitude and work preferences:
REALISTIC- This personality types prefers practical
tasks, including those requiring physical labor and
motor coordination, and less of interpersonal skills.
INVESTIGATE- This prefers tasks that are
conceptual.

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 CONVENTIONAL- This prefers structured tasks that
cater to the need of others.
ENTERPRISING- This prefers independence and
innovation in business and other enterprises..
ARTISTIC- This prefers unstructured tasks that show
ability for self-expression.

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 These adolescent attitudes and abilities demonstrate:

SELF-RELIANCE MONEY MANAGEMENT

Working Not spending much money

independently without on luxuries, much less on
stress alcohol and drugs.

SOCIAL RESPONSIBILITY

Cooperation and respect for

others including superiors.

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 MATURE WORK ORIENTATION PERSONAL RESPONSIBILITY

Assuming tasks
Pride in work and quality of
independently and
work.
competitively; and

POSITIVE ATTITUDE TO WORK

Work is seen as a gainful

and wholesome activity and
not a burden.

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 QUESTIONS:
1. He identified basic personality factors that match with
attitude and work preferences.
-JOHN HOLLAND
2. The case of is a reminder that the
Intelligence Quotient test is not the only determination in
school achievement.
-OVERACHIEVERS

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 3. This prefers structured tasks that cater to the need of
others.
-CONVENTIONAL
4. The ability to identify one’s own thinking process and
strategies.
-METACOGNITION
5. Refer to those who have more pronounced tendency to
be passive resulting in being submissive and docile.
-WITHDRAWN UNDERACHIEVERS

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 6. He sees cognitive growth, not as stages of development, but
more of a sequential acquisition of specific knowledge and
strategies for problem solving.
-ROBERT S. SIEGLER
7. At this stage of development, there is a decrease in egocentric
thoughts, while the individual’s thinking takes more of an abstract
form.
-ADOLESCENE

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 8. This prefers tasks that are conceptual.
-INVESTIGATE
9. Is working independently without stress.
-SELF-RELIANCE
10. making assertions outside visual evidence, stating
what may be possible in things not seen by the eyes.
-PROPOSITIONAL THINKING

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 11-13. Give the three Formal Operational Thinking.
-Propositional Thinking
-Relativistic Thinking
-Real versus Possible
14-20. Enumerate the Characteristics of Overachievers.
-Positive self-value -Goal orientation
-Openness to authority -Control over anxiety
-Positive interpersonal relations
-Less conflict on the issue of self-autonomy
-Academic orientation

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 Thank You!

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