Cognitive Development of High School Learners PDF

Cognitive Development of High School Learners Introduction 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 reaso...

Cognitive Development of High School Learners Introduction 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 shows the development of executive functions comprised by cognitive functions that enable to 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.  Adolescence involves significant changes in thinking patterns, alongside physical changes. Brain Development Cognitive skill acquisition occurs due to the brain's increase in weight and the refinement of synaptic connections (corpus callosum). Corpus callosum connects and coordinates the two brain hemispheres.  Myelination is another key brain development, involving the correlation of temporal and parietal areas This development enhances executive functions related to attention, verbal fluency, language, and planning.  Brain scans reveal three peaks in brain maturation: at ages 12, 15, and 18.5, linked to operational thinking for logical reasoning. Cognitive changes lead to improvements in spatial awareness and the ability to formulate abstract and moral ideas. These changes shift adolescents from concrete thoughts to broader, universal concepts, such as 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 him/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. Formal Operational Thinking consists in: (a) Propositional thinking — making assertions outside visual evidence, stating what may be possible in things not seen by the eyes. Example: Whether an unseen object is red or green, big or small, flat or round. (b) 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. Example: Arguing for or against the superiority of the races, whether white, brown, yellow or black. (c) Real versus possible — examining a situation and exploring the possible in terms of situations or solutions. Example: Possible success in implementing a student project or a school policy. Hypothetic-Deductive Reasoning It emerges in reasoning from facts or situation to a particular situation. It is very important method for testing theories or hypotheses. The HD method is one of the most basic methods common to all scientific disciplines including biology, physics, and chemistry. Problem-Solving Thinker Outside from formal operational thinking that can be developed by mathematical and science studies. It is the identifying the problem and seeking new and creative solutions. Robert Siegler’s Information Processing Skills Theory Robert Siegler’s information-processing theory emphasizes the role of the environment in cognitive growth, which occurs through the sequential acquisition of knowledge and strategies for problem- solving rather than developmental stages. In his experiments, Siegler used rule models in relation to conflict balance problems. Thereupon, adolescents may show the following: a. Speed in information processing b. Complexity c. increased volume of information processing 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, analysis, assessment and innovation. Metacognition is, put simply, thinking about one's thinking. Overachievement During adolescence, he/she can achieve very high academic grades, in spite of not getting IQ 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. Beyond statistical achievement in curricular subjects the overachieving adolescent may demonstrate superior work habits, greater interest in school work, more consistency in doing assignments, and more grade/ performance consciousness. Characteristics of overachievers: 1. Positive self-value 2. Openness to authority 3. Positive interpersonal relations 4. Less conflict on issue of self-autonomy 5. Academic oriented 6. Goal-oriented 7. Control over anxiety Underachievement The adolescent may perform below their standard set, potential or expected level in a particular area such as academics, sportsz or work. It often occurs when someone has the ability or talent to excel but fails to meet expectations due to various factors. Withdrawn underachiever—refer to those individuals who, in addition to underperforming, tend to isolate themselves or exhibit. They follow the path of no resistance and avoiding to participate in class activities. Aggressive underachiever—are those who tend to be talkative, disrupted, and rebellious. They are capable to excel but fail to meet their potential due to defiance and negative behaviors. Behavior and adolescent cognitive growth There are behavioral tendencies which may accompany cognitive growth during adolescence. These Are; 1. Egocentrism— the adolescents tendency to think too much of themselves. They are sensitive to social acceptance of their appearance, actions, feelings, etc. Often having difficulty understanding or considering others viewpoints. 2. Idealism — this refers to imagining the far-fetched and less ideal situations at home or in society. An individual may think or imagine utopia or a place of ideal perfection that can lead to discouragement when reality truly hits. 3. Increased argumentativeness — strict in position of the use of English in the campus has been strategy by premier schools to develop argumentative students that transforms into leaders. Implications to adolescence care, education, and parenting Parents and teachers must be able to recognize the cognitive development paths among adolescence 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, and places to go to for family outings. b. Allowing more independence. e.g. use of school allowances and make choices on what to wear. c. Activities in school that allow participation, such as projects and field trips. d. Develop reading skills through magazine articles and internet blogs. Developing Occupational Skills Theorist John Holland has identified basic personality factors that match with attitude and work preferences. Realistic—this personality type refers practical tasks, including those requiring physical labor and less interpersonal skills (e.g. carpentry, exhibiting leadership reliability etc.) Investigative—this prefers task that are conceptual such as in the field of science and technology as chemist, scientist, etc. Conventional—this refers structured task that cater to the needs of others (e.g. office jobs in manual labor) Enterprising—this prefers independence and innovation in business and other enterprise the reflex autonomy and personal initiative. Artistic—prefers and structured task that shows ability for self expressions such as from artist, musicians, and performers Adolescence may also show capability for multitasking and may show abilities for gainful work, later on becoming self supporting. These adolescence attitudes and abilities demonstrate: Self reliance—working independently Money management—not spending money on luxuries, spends wisely. Social responsibility—cooperation and respect for others. 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. Improvements occur in five areas during adolescence 1. Attention. Improvements are in selective attention, the process by which one focuses on the stimulus while tuning out another. Divided attention, the ability to pay attention to two or more stimuli at the same time. 2. Memory improvements are seen in both working and long-term memory. 3. Processing speed. Adolescents think more quickly than children. Improves sharply between age 5 and middle adolescence. 4. Organization. Adolescents are more aware of their thought processes and can use 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. Studies since 2005 indicate that the brain is not fully formed until the late twenties.