1. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Cognitive Development in Adolescence Chapter 15

2. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. What’s to Come? Cognitive Development Moral Development Educational and Vocational Issues

3. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Cognitive Development Piaget’s Stage of Formal Operations Immature Characteristics of Adolescent Thought Language Development Changes in Information Processing in Adolescence

4. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Piaget’s Stage of Formal Operations Formal operations Final stage of cognitive development Ability to think abstractly Hypothetical-deductive reasoning Ability believed to accompany the stage of formal operations Develops, considers, and tests hypotheses

5. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

6. Piaget’s Stage of Formal Operations Evaluating Piaget’s theory Early writings paid little attention to: Individual differences Variations in the same child’s performance on different kinds of tasks Social and cultural influences

7. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Piaget’s Stage of Formal Operations Neo-Piagetian research suggests children’s cognitive processes are: Closely tied to specific content What a child is thinking about Kinds of information and thought a culture considers important

8. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Piaget’s Stage of Formal Operations Piaget’s theory does not consider cognitive advances like: Gains in information-processing capacity Accumulation of knowledge and expertise in specific fields The role of metacognition

9. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Immature Characteristics of Adolescent Thought Idealism and criticalness Argumentativeness Indecisiveness Apparent hypocrisy

10. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Immature Characteristics of Adolescent Thought Self-consciousness Imaginary audience A conceptualized “observer” Specialness and invulnerability Personal fable One is special, unique, and not subject to the rules that govern the rest of the world

11. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Language Development Vocabulary grows as reading matter becomes more adult Children: Become more conscious of words as symbols that can have multiple meanings Take pleasure in using irony, puns, and metaphors Become more skilled in social perspective-taking

12. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Changes in Information Processing in Adolescence Structural change Growth of information-processing capacity Increase in the amount of knowledge stored in long- term memory

13. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Changes in Information Processing in Adolescence Information stored in long-term memory Declarative knowledge Acquired factual knowledge stored in long-term memory Procedural knowledge Acquired skills stored in long-term memory Conceptual knowledge Acquired interpretive understandings stored in long- term memory

14. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Changes in Information Processing in Adolescence Functional change Processes for obtaining, handling, and retaining information Important functional changes are: Continued increase in processing speed Further development of the executive function

15. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Moral Development Adolescents are better able than younger children to: Take another person’s perspective Solve social problems Deal with interpersonal relationships See themselves as social beings

16. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Moral Development Kohlberg’s Theory of Moral Reasoning Gilligan’s Theory: An Ethic of Care Prosocial Behavior and Volunteer Activity

17. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18. Kohlberg’s Theory of Moral Reasoning Problems with Kohlberg’s approach People who achieved a high level of cognitive development do not reach a comparably high level of moral development Stages 5 and 6 are not the most mature stages of moral development No clear relationship between moral reasoning and moral behavior Does not represent moral reasoning in non-Western cultures

19. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Gilligan’s Theory: An Ethic of Care Asserted that Kohlberg’s theory is oriented toward values more important to men Claimed women see morality in terms of justice and fairness Research has found small gender differences in moral reasoning among adolescents

20. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Prosocial Behavior and Volunteer Activity Prosocial moral reasoning - Reasoning about moral dilemmas Increases with age Girls tend to show more prosocial behavior About half of adolescents engage in some sort of volunteer activity Adolescents with high socioeconomic status volunteer more

21. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Educational and Vocational Issues Influences on School Achievement Dropping Out of High School Preparing for Higher Education or Vocations

22. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Student motivation and self-efficacy Intrinsic motivation - Student’s desire to learn for the sake of learning Self-efficacy - Believe they can master tasks and regulate their learning

23. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Education is based on cultural factors Duty (India) Submission to authority (Islamic countries) Participation in the family and community (sub-Saharan Africa)

24. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Social and economic barriers to education in developing countries Inadequate or absent schools and educational resources Need for child labor to support the family Barriers to schooling for girls or cultural subgroups Early marriage

25. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Factors that influence academic achievement Gender Technology Parenting, ethnicity, and peers SES and family characteristics School

26. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Gender Girls do better on verbal tasks that involve writing and language usage Boys do better in activities that involve visual and spatial functions helpful in math and science

27. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Biological Gender Differences Male Brain More connective white matter (myelin) and cerebrospinal fluid More specialized Optimized for activity within each hemisphere Female Brain More gray matter, neuronal cell bodies and nearby connections More evenly balanced across hemispheres Optimized for activity across hemispheres

28. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Social and cultural forces that influence gender differences Home influences School influences Neighborhood influences Women’s and men’s roles in society Cultural influences

29. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Technology Critical thinking and analysis skills have declined as a result of: Increased use of computers and video games Visual skills have improved Students spend more time multitasking Students spend less time reading

30. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Parenting practices, ethnicity, and peer influence Authoritative parents’ greater involvement in schooling accounts for academic success Among some ethnic groups, parenting style is less important than peer influence on motivation Peer influence helps explain the downward trend in academic motivation and achievement

31. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Importance of SES and related family characteristics Socioeconomic status is an important predictor of academic success Parents’ educational level and family income indirectly affect educational attainment

32. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement School Quality influences student achievement Good middle school or high school has: Orderly, safe environment Adequate material resources Stable teaching staff Positive sense of community

33. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on School Achievement Adolescents are satisfied with school if: Allowed to participate in making rules Support is felt from teachers and other students Curriculum and instruction are meaningful and fit their interests, skill level, and needs

34. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Dropping Out of High School Poor and minority adolescents drop out because of: Ineffective schooling Low teacher expectations or differential treatment of these students Less teacher support than at the elementary level Perceived irrelevance of the curriculum to culturally underrepresented groups

35. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Dropping Out of High School Dropouts: End up as unemployed or to have low incomes End up on welfare Become involved with drugs, crime, and delinquency

36. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Preparing for Higher Education or Vocations Influences on students’ aspirations Self-efficacy beliefs shape: Occupational options students consider Gender and gender-stereotyping State of the economy Guiding students not bound for college Most industrialized countries offer guidance to non- college-bound students

37. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Preparing for Higher Education or Vocations Vocational counseling is oriented toward college-bound youth Demonstration programs offer: Instruction in basic skills Counseling Peer support Mentoring Apprenticeship Job placement

38. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Preparing for Higher Education or Vocations Adolescents in the workplace Working students fall into two groups: Accelerators - Work more than 20 hours a week during high school Spend little time on school-related leisure activities Balancers - Part time work helps them to gain a sense of: Responsibility Independence Self-confidence