Module 25 - Cognitive Development of High School Learners

Module 25 :
Cognitive Development
of High School Learners
Learning Outcomes
At the end of this module, you should be able
to:
• describe the cognitive development of
adolescents in the light of piaget's and siegler's
cognitive development theories.
• explain the consequences of the adolescents'

cognitive development on their behavior.
• define overachievement and
underachievement ,and propose solutions to
underachievement.
• present an abstract of a recent research related to

cognitive development of adolescents.
• draw implications of these cognitive developmental

concepts to high school teaching- learning and
parenting.
Introduction
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 show the
development of executive functions comprised by Cognitive
functions that enable the control and coordination of
thoughts and behavior.
Abstract:
are marked by the acquisition of new cognitive skills due to
the brain's increasing in weight and refining synaptic
connections (technically known as corpus collosum) which
join and coordinate the two hemispheres of the brain.
Development is the process of correlated temporal and
parietal areas (technically known as myelination).
Piaget's Formal
Operational Thinkers
• 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. The adolescent begins to
Formal Operational
Thinking consists in:
(a) Propositional thinking-making
assertions outside visual evidence, and stating
what may be possible in things not seen by the
eyes (for 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 hias, prejudice of distortion
of facta which may be either right or wrong (for
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 te posible success in implementing
a student project or a school policy).
Formal - is the ability of the adolescent thinker for

combination analysis ,which is his taking stock of
the effect of several variables in a situation ,testing
on variable at a time, and not randomly.
A new capacity known as Hypothetic- Deductive
Reasoning emerges in the adolescent reasoning
from general facts/situations to a particular
conclusion.
Siegler's Information Processing
Skills
• As in information-processing theories, 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.
•Siegler used rule models in relation to balance,
weight, distance, conflict-weight, conflict-
distance, and other conflict balance problems. He
examined the correct and wrong answers to each
of the problems, drawing out rule models in
Adolescents may show:
(a) speed in information processing, coupled with
greater awareness and control and acquired
knowledge base - a more efficient kind of thinking
compared with that of the child.
(b) complexity by way of considering longer-term
implications and possibilities beyond the here-and-
now, and
(c) increased volume of information processing
coupled with longer memory span.
Metacognition
• metacognition which is the ability to
identify one's own thinking processes and
strategies inclusive of perception, memory,
understanding, application,analysis,
assessment and innovation. The adolescent
is able to state " I know that " among the
memory data stored in his mind; also able
to state " I know how " referring to
procedural processes that improves memory
recall through the use of a mnemonic
Another important development is the ability of the
adolescent for information processing. Information
theorist Robert Siegler sees a sequential acquisition
of specific knowledge and strategies for problem
solving. He observes the quality of information
processes that faces tasks at hand through
The adolescent shows (i) strategies and rules. processing
speed in information
coupled with awareness and control (ii) complexity by
way of considering longer-term implications and
possibilities beyond the here-and-now. (in) increased
volume of information processing, coupled with longer
memory span along many areas or domains of knowledge.
The adolescent thus transforms from being a novice to
becoming a near-expert.
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.
They 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 teacher):.
3. Positive interpersonal relations (responsive and
sensitive 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); and
7. Control over anxiety (well composed and
relaxed performance of organized tasks).
Underachievement
• may become more pronounced
when high school class work
becomes more demanding.
Withdrawn underachievers
• refer to those who have a more
pronounced tendency to be passive
resulting in being submissive and docile.
Aggressive underachievers
• are those who tend to be talkative,
disruptive and rebellious.
Behavior and adolescent cognitive growth
There are behavioral tendencies which may
accompany cognitive growth during adolescence.
These are:
1. Egocentrism
. • This is the adolescents' tendency to think too
much of themselves, while being too sensitive to social
acceptance of their appearance, actions, feelings, ideas,
etc. Egocentrist teens feel they are being watched like
an actor on stage; keep an imaginary audience who are
strict critics of dress, behavior or performance. One
egocentric strain is exaggerated feeling of self-
importance which may lead to murky early boy-girl
2. Idealism
. . • This refers to imagining the far-fetched and less
ideal situations at home, in school, and in society. The
teen may imagine a utopia or heaven on earth leading
to discouragement when social realities become harsh
(e.g. unexpected low grades. family discord, etc.)
3. Increased
argumentativeness
• Teens enjoy learning through the use of group
dynamics including role play, discussion, debate, and
drama. Strict imposition of the use of English in the
campus has been the strategy by premiere schools to
develop argumentative students who later on transform
into leaders in politics, business and other top
professional fields.
Thank
You!

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Module 25 :

• explain the consequences of the adolescents'

• present an abstract of a recent research related to

• draw implications of these cognitive developmental

(b) Relativistic thinking subjectively making an opinion

Formal - is the ability of the adolescent thinker for

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