MODULE 25: COGNITIVE

DEVELOPMENT OF HIGH
SCHOOL LEARNERS
REPORTER: MA. ALYSSA B. FLORECE
BSE 1-2 (MAJOR IN MATHEMATICS)
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.
 BRAIN DEVELOPMENT DURING
ADOLESCENCE:
CORPUS COLLOSUM
- changes are marked by the acquisition of new cognitive skills
due to the brain’s increasing in weight and refining synaptic
connections.
- join and coordinate the two hemispheres of the brain.
 
MYELINATION
- is the process of correlated temporal and parietal areas.
- covers the brain systems whose executive functions
relate to attention, verbal fluency, language and
planning.
THREE PEAKS IN BRAIN
MATURATION:

Age 18.5

Age 15

Age 12
PIAGET’S FORMAL OPERATIONAL THINKER
A.Propositional Thinking
- making assertions (Ex: the shape, colors and sizes
of unseen objects)
 
B.Relativistic Thinking
- making opinion on facts (bias or prejudice)
 
C.Real vs. Possible
- examining situations (Ex: possible success in
implementing a student project or a school policy)
 COMBINATION ANALYSIS
- taking stock of the effects of several variables in a situation,
testing one variable at a time, and not randomly.
 
Ex: School laboratory experiment of high school students,
resulting in an understanding of chemical changes.
 
 
HYPOTHETIC-DEDUCTIVE REASONING
- adolescent reasoning from general facts/situations to a
particular conclusion
 FORMAL OPERATIONAL THINKING (Factors)
- Experiences
- Education
 
Problem-Solving Thinker
- one who identify problems and seek new and creative
solutions.
 
Problem-Finding Thinker
- one who is able to rethink and reorganize ideas and ask
question, even defining totally new problems not previously
seen.
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 used rule models in relation to
balance, weight, distance, conflict-weight
and other conflict balance problems.
SIEGLER’S INFORMATION PROCESSING SKILLS
A.Speed in information processing, coupled with
greater awareness and control and acquired
knowledge base.
 
B.Complexity by way of considering longer-term
implications and possibilities beyond the here-and-
now.
 
C.Increased volume of information processing coupled
with longer memory span.
 
METACOGNITION
- the ability to identify one’s own thinking
processes and strategies.
* “I know that” & “I know how” (what, where,
when and how)
 
OVERACHIEVEMENT
- overachieving adolescents show more
responsibility, consciousness and planning
compared with “normal” achievers.
Characteristics of overachievers are:

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-autonomy (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 rewards)
7. Control over anxiety (well composed and relaxed performance of organized
tasks)
UNDERACHIEVEMENT
- The adolescent may perform below the standard set.

1. Withdrawn underachievers – submissive and docile

2. Aggressive underachievers – talkative, disruptive and
rebellious
BEHAVIOR AND ADOLESCENT COGNITIVE
GROWTH

1.Egocentrism
2.Idealism
3.Increased argumentativeness
IMPLICATIONS TO ADOLESCENT CARE,
EDUCATION AND PARENTING

1.Activities at home
2.Allowing more independence
3.Activities in school that allow participation
4.Develop reading skills
DEVELOPING OCCUPATIONAL
SKILLS

 Realistic – practical tasks

 Investigative – conceptual tasks
 Conventional – needs of others
 Enterprising – business
 Artistic – self-expression
 ADOLESCENT’S ATTITUDE AND
ABILITIES IN RELATION TO MULTI-
TASKING

 self-reliance
 money management
 social responsibility
 mature work orientation
 personal responsibility
 positive attitude to work
THANK
YOU!