Human Growth and Development Chapter Fifteen Adolescence: Cognitive Development PowerPoints prepared by Cathie Robertson, Grossmont College Revised by Jenni Fauchier, Metropolitan Community College

Basic cognitive skills continue to emerge Logic emerges Intuitive thinking becomes quicker and more compelling Intellectual Advances

Every basic skill of information process continues to develop Brain maturation continues –myelination is ongoing, so reaction time shorter –prefrontal cortex becomes more densely packed and more efficient helps in planning, analyzing, and being able to pursue goals Language mastery improves More and Better Cognition

Piaget’s formal operational thought, characterized by ability to think logically about abstract ideas –qualitatively different from children’s thoughts New Logical Abilities

Important characteristics –hypothetical thought thinking about possibilities –deductive and inductive reasoning deductive reasoning—reasoning from general principle via logical steps to specific conclusion inductive reasoning—reasoning specific experiences or facts to a general conclusion Hypothetical-Deductive Thought

Hypothetical thought and deductive reasoning not always demonstrated in adolescence, nor acquired by everyone More Intuitive, Emotional Thought

Two modes of information processing advance during adolescence –analytic thought (adolescents don’t always like to use this type of thinking) –intuitive thought (ideas are discovered and applied)

Characteristic of adolescent thinking that sometimes leads young people to focus on themselves to the exclusion of others and to believe that their thoughts feelings and experiences are unique Adolescent Egocentrism

Adolescent Egocentrism, cont. Invincibility fable –adolescents feel they are immune to the laws of mortality and probability (and nature) –they therefore take all kinds of risks Personal fable –adolescents imagine their own lives as mythical or heroic –they see themselves destined for fame or fortune

Adolescent Egocentrism, cont. Imaginary audience –adolescents fantasize about how others will react (opinions of onlookers) –they assume everyone else judges appearance(s) –they’re not at ease with social world

Adolescent Egocentrism, cont. The various forms of adolescent egocentrism are the most obvious forms of intuitive, emotional thought Adolescent egocentrism is not necessarily destructive –“may signal growth toward cognitive maturity” and personal adaptation

Intuitive thinking is apparent when adolescents are not judging themselves It is quick and emotional and can be wrong Cognitive economy –as knowledge base increases, thinking is quicker –both analysis and intuition become more readily and powerfully available Intuitive Conclusions

Adolescence is a time for personal decisions and independent choices with far-reaching consequences Adolescents think about possibilities, not practicalities; thus, few decide important matters rationally –egocentrism and intuitive thinking make it hard to analyze and plan ahead Adolescent Decision Making

Reasons adults try to protect teenagers from poor judgment –consequences of risk taking are more serious the younger the person is –adolescent choices are long-lasting –adolescents overate the joys of the moment and ignore future costs Weighing Risks and Benefits

Weighing Risks and Benefits, cont. Every decision requires weighing risk against opportunity Consequences are discounted, probability miscalculated, and their future put at risk Sex differences –boys more likely to take risks –girls admire risk-taking boys

Few adolescents can or should decide their future career Courses studied and leisure choices do make a difference Making Decisions School, Jobs, and Sex

Graduation from high school confers many benefits –graduates stay healthier, live longer, are richer, and more likely to marry, stay out of jail, and buy homes Worldwide, more adolescents are attending high school School: The Volatile Mismatch

Volatile mismatch (reason for dropping out) –current needs often conflict with traditional structures of schools –person-environment fit—degree to which environment is conducive to growth of particular individual School: The Volatile Mismatch (cont.)

Secondary schools focused on the elite; thus, they do not reflect needs of most adolescents School schedules undercut education In large schools, only a few juniors and seniors can be involved in extracurricular activities School: The Volatile Mismatch, cont.

Internationally, education systems vary in expectations, curriculum, pedagogical methods, and legal requirements

U.S. teenagers work more and learn less than teenagers elsewhere Teenagers usually oriented not toward future skills but to earn spending money The United States has fewer school- to-work arrangements than other countries Some kids must work to help their families Working Outside of School

Meaningful jobs for adolescents are rare Having a job more than 20 hours/week means less time for study and lower grades Stable work history in adolescence leads to more stable work history in adulthood Working Outside of School, cont.

International differences in teen birth rates are dramatic –rate is higher in United States because more teens sexually active Cultural differences in onset of sexual intercourse before age 18 years are vast What Teenagers Decide About Sex

What Teenagers Decide About Sex, cont. Teen birth rate worldwide is decreasing Use of contraception, especially by teenage boys, has at least doubled in most nations since 1990 and tripled in the United States since that time. Being sexually active includes other sexual behaviors than penile-vaginal penetration

New wave of sex education –more practical –focus on social interaction: communication and specific knowledge –information from friends, older siblings, and parents Teaching teens about sex does not necessarily lead them to act upon what they’ve learned Sex Education in School

Risk Taking, Decision Making, and Cultures Culture and national trends are very influential –risk taking varies by ethnic group Final decisions about sex, drugs, school, and other matters tend to be made in consultation with families and peers and guided by the community

Risk Taking, Decision Making, and Cultures, cont. A review of family planning around the world shows that teens make responsible decisions about sex if facts and confidentially are available