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Children. 15. Cognitive Development in Adolescence. John W. Santrock. Cognitive Development in Adolescence. How Do Adolescents Think and Process Information? What Characterizes Adolescents’ Values, Moral Education, and Religion? What Are Schools for Adolescents Like?
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Children 15 Cognitive Development in Adolescence John W. Santrock
Cognitive Development in Adolescence • How Do Adolescents Think and Process Information? • What Characterizes Adolescents’ Values, Moral Education, and Religion? • What Are Schools for Adolescents Like? • How Do Adolescents Experience Career Development and Work?
How Do Adolescents Think and Process Information? Piaget’s Theory • Stage of formal operations • Abstract thinking • Idealism • Hypothetical-deductive reasoning • Develop and test hypotheses; deduce best ways to solve problems • Evaluating Piaget’s theory
How Do Adolescents Think and Process Information? Adolescent Egocentrism • Heightened self-consciousness • Two types of social thinking • Imaginary audience • Believe others are as interested in them as they are in themselves • Personal fable • Sense of personal uniqueness and invulnerability
How Do Adolescents Think and Process Information? Information Processing • Ability improves in adolescence • Areas of improvement • Memory • Decision making • Critical thinking
How Do Adolescents Think and Process Information? Information Processing • Memory • Short-Term • Improvements in problem solving • Working • Improves through early 20s • Related to reading comprehension • Long-Term • Continues to improve in adolescence
How Do Adolescents Think and Process Information? Information Processing • Executive functioning • Increased decision making • Older adolescents better than younger adolescents at decision making • Adolescent decision making linked to some personality traits • Need opportunities to practice and discuss realistic decision making
How Do Adolescents Think and Process Information? Decision Making • Critical thinking • Adolescence is important • Increased speed, automaticity, and capacity of information processing • Greater breadth of content knowledge • Increased ability to construct new combinations of knowledge • Greater range and more spontaneous use of strategies
What Characterizes Adolescents’ Values, Moral Education, and Religion? Values • Beliefs and attitudes about the way things should be • Changing values: more concern for own well-being than service to others • Self-fulfillment • Self-expression
What Characterizes Adolescents’ Values, Moral Education, and Religion? Values • Changing values of adolescents • Increased concern for personal well-being • Some signs today’s college students shifting to stronger interest in welfare of society influenced by • Family values, like compassion • Group affiliation and goals or philosophies
What Characterizes Adolescents’ Values, Moral Education, and Religion? Values • Service learning • Education promoting social responsibility • Goals • Adolescents become less self-centered • Most effective when choice and opportunities to reflect are given • Volunteer characteristics: extraversion, high degree of self-understanding, commitment to others
What Characterizes Adolescents’ Values, Moral Education, and Religion? Values • Positive effects • Better grades, more motivation and goals • Deeper appreciation of ‘right’ behaviors • Self-esteem improves • Improved sense of making a difference • Become less alienated • More reflection on aspects of society
What Characterizes Adolescents’ Values, Moral Education, and Religion? Moral Education • Hidden curriculum • From schools, create moral atmosphere • Teachers as role models • Attitudes of peers and others • Rules/regulations and materials provided • Character education • Direct education approach; teaching moral literacy to prevent harm, immorality
What Characterizes Adolescents’ Values, Moral Education, and Religion? Moral Education • Values clarification • Encouraged to define own values, understand values of others • Different from character education: does not tell student what values should be • Cognitive moral education • Democracy and justice valued as moral reasoning develops
What Characterizes Adolescents’ Values, Moral Education, and Religion? Moral Education • Integrative approach encompasses • Reflective moral thinking • Commitment to justice • Child Development Project • Many opportunities in perspective taking • Self-reflection on fairness, social responsibility • Adults coach ethical decision making • Caring community extended beyond classroom
What Characterizes Adolescents’ Values, Moral Education, and Religion? Religion • Issues important to adolescents • Belief in God and prayer • Learn religious faith • Positive role in adolescent lives • Becomes part of life, means of coping • Better grades and school performance • Impacts on health and behaviors
What Characterizes Adolescents’ Values, Moral Education, and Religion? Religion • Erikson’s Theory • Adolescents grapple with religious questions as part of search for identity • Piaget: Stages of Religious Thought • Preoperative intuitive: up to 7–8 years • Concrete operational: 7–8 to 13–14 • Formal operational: 14 onward
What Characterizes Adolescents’ Values, Moral Education, and Religion? Religion • Religious Beliefs and Parenting • Religion: created to socialize children • Most adults adopt the religion raised in • Affected by quality of parent-adolescent relationship; securely attached more likely to adopt parents’ choice • Religious changes and reawakenings most likely during adolescence
What Characterizes Adolescents’ Values, Moral Education, and Religion? Religion • Religion and Adolescent Sexuality • Aspects of religiousness related to • Selecting friends with restrictive attitudes • Fewer sexual partners, relationships • Perception of unprotected sex as high risk • Responsible contraceptive use
What Are Schools for Adolescents Like? The American Middle School • Transition • Can be stressful • Occurs during time of many changes • Puberty • Cognitive development • Changing relationship with parents • Top-dog phenomenon
What Are Schools for Adolescents Like? The American Middle School • Effective Middle Schools • Develop smaller schools • Lower student-to-counselor ratios • Involve parents and community leaders • Develop effective curricula in literacy, sciences, health, ethics, and citizenship • Team-teaching in integrated curriculum • More health and fitness programs
What Are Schools for Adolescents Like? The American Middle School • Extracurricular activities • Involvement associated with • Better academic adjustment • Superior psychological competencies • Positive peer relations • Countering negative expenses
What Are Schools for Adolescents Like? The American High School • Many graduates poorly prepared for college and modern workplace • Recommended changes • More emphasis on knowledge and skills • Higher expectations for students • Part-time work opportunities in high-quality work experiences, shorter work hours
What Are Schools for Adolescents Like? High School Dropouts • Serious educational, societal problem • Adults with educational deficiencies • Affects economic and social well-being • Overall rates declined in 21st century • Native Americans may have highest rate; Latino rate also remains high • Males more likely to drop out than females
What Are Schools for Adolescents Like? High School Dropouts • Causes • School-related • Don’t like school; suspended, expelled • Economic and family-related • Low SES more to help support families • Peer-related • Personal reasons • Pregnancy or marriage
What Are Schools for Adolescents Like? High School Dropouts • Reducing the Dropout Rate • Provide effective programs in • Early reading and tutoring • Counseling and mentoring • Create caring environment • Offer community service opportunities
What Are Schools for Adolescents Like? Career Development • Ginzberg’s stages of development career choice theory • Fantasy: lasts to about age 11 • Tentative: from ages 11 to 17 • Realistic: from ages 17 to 18 • Criticisms of theory • Ignores individual differences
What Are Schools for Adolescents Like? Career Development • Super’s Career Self-Concept Theory • Self-concepts play central roles in choices; constructed during adolescence • Occurs in five phases
What Are Schools for Adolescents Like? Career Development
What Are Schools for Adolescents Like? Career Development • Holland’s Personality-Type theory • Make effort to match individual to career • Matching personality to career promotes: • Happiness in job • Longevity in workplace • Six main personality types
What Are Schools for Adolescents Like? Career Development
What Are Schools for Adolescents Like? Career Development • Exploration, Decision Making, Planning • Important roles in adolescents’ choices • Approached with ambiguity, uncertainty, and stress • Many adolescents • Receive little direction from school guidance counselors • Do not know what information to seek and how to seek it
What Are Schools for Adolescents Like? Career Development • Sociocultural Influences • Genetic limitations • Parents and peers • School • Socioeconomic status • Ethnicity • Gender
How Do Adolescents Experience Career Development and Work? Work • Sociocultural context of work • Three-fourths of high school seniors have had work experience • Most work 16 to 20 hours per week • Most work in service jobs • Males work longer hours and are paid more per hour than females
How Do Adolescents Experience Career Development and Work? Advantages and Disadvantages of Part-Time Work • Cons • Little on-job training; distanced to adult coworkers • Give up sports • Miss sleep, social affairs with friends • More stress to life • Lower grades Pros • Understand how business world works • Learn how to get and keep a job • Manage money • Budget time • Take pride in their accomplishments • Evaluate goals
How Do Adolescents Experience Career Development and Work? Work Profiles of Adolescents Around the World • Many developing countries • Adolescents do not attend school • Boys earn more income than girls • Girls do more unpaid labor than boys • Unschooled populations: labor exceeds 8 hours per day • European and East Asian adolescents work much less than U.S. adolescents
Children 15 The End