The Cognitive Adolescent - Essay Example

The Cognitive Adolescent Introduction Adolescence is an essentially critical stage of cognitive development. During this period significant intellectual processes and developments occur. Adolescents progress from concrete thinking to abstract thinking. They also begin to experience metacognition by actively monitoring and regulating their thinking processes (Lorain, 2012). Basically, three key cognitive processes characterise the adolescent stage, these processes include; Formal Operation Thought, Meta-cognition and Perspective Taking. These cognitive processes play a critical role in determining how adolescents think and learn. Formal operation thought is a stage of cognitive development where adolescents develop the ability to conceptualize abstract concepts. During this stage, adolescents develop skills in deductive reasoning, systematic planning and logical thought (Shaffer & Kipp, 2009). Meta-cognition is also a predominant cognitive process during adolescents. It refers to once knowledge and awareness of their own cognitive processes (Metcalfe & Shimamura, 1994). On the other hand, perspective taking refers to the ability to relate to others by perceiving or understanding their motivations, thoughts, intentions and feelings (Marrs, 2012). This essay seeks to examine how these three cognitive processes (formal operation thought, meta-cognition and perspective taking) influence adolescents thinking and learning. These cognitive processes will be critically analysed in relation to how they influence adolescents’ learning in Year 7/8 and Year 11/12 particularly in relation to subjects such as science, mathematics and English. Formal Operation Thought Formal operation thought is a cognitive development stage suggested by Jean Piaget in his theory of cognitive development. Basically, Piaget’s theory of cognitive development attempts to provide tools for predicting the developmental synchronies and sequences in different stages of development by integrating cognitive, behavioural and developmental concepts (Fischer, 1980). Piaget’s theory suggests that the use cognitive processes is what enables individuals to learn effectively since these cognitive skills and processes enable individuals to interpret ideas, make sense of ideas and make rational decisions (Valanides, 1998). According to Piaget, the formal operation thought stage begins at the age of 11 and extends to adulthood. During this stage, most adolescents demonstrate their intelligence through their ability to logically use symbols to conceptualize abstract concepts. In this stage adolescents develop skills in systematic planning, logical thought and deductive reasoning especially in relation to abstract concepts (Shaffer & Kipp, 2009; Piaget, 1972). Moreover, at this point adolescents develop the ability to classify and combine items in a more intricate manner. Their capacity for high-order reasoning in also enhanced. As a result, they are able to manipulate ideas mentally without depending on concrete manipulations. These abilities enable them to carryout mathematical calculations, employ abstract reasoning, imagine the outcomes of certain actions and think creatively. Furthermore, skills such as deductive reasoning, logical thought and systematic planning promote efficiency in learning science and mathematics (Nevid, 2008; Piaget, 1972). Problem-solving is also another skill evident during the formal operation thought cognitive process. Prior to this stage, the ability of adolescents to solve-problems is limited since they heavily rely on a trial and error approach of problem-solving. Nevertheless, when they reach the formal operation stage, they develop an innate ability to solve problems systematically in a methodical and logical manner. Adolescents in this stage are able to plan an organised approach of problem-solving (Shaffer & Kipp, 2009; Nevid, 2008). Nevid (2008) observes that, adolescents who have mastered this stage are able to think through hypothetical situations. For instance, they are able to deduce that “15 is greater than 10.” Nevid further observes that adolescents in this stage can follow arguments starting from their premises to their conclusions and vise versa. In addition to this, formal operation thought process is characterised by the ability carryout analogical thinking by relating one phenomenon to another related phenomenon. This process may also include gathering and analysing data so as to come up with a rational judgement (Shaffer & Kipp, 2009; Nevid 2008). Teaching/ Learning Implication Generally, formal operation thought processes incorporates the use of skills such as systematic planning, logical thinking, deductive reasoning, problem solving, analysis and anology. As earlier stated these skills play a crucial role in promoting efficiency in learning science and mathematics. According to the Australian Curriculum, some of the key learning outcomes for science students in Year 6(11- 12 years), include; the ability to reason logically, pose questions, understand the nature and scope of a presented problem, carryout scientific investigations, analyse and predict the findings of a science-related investigation (ACARA , 2012). In order for learners within this cohort to realise these learning outcomes, they need to have developed formal operation thought processes that will in turn enable them to apply skills such as systematic planning, deductive reasoning, logical thinking, problem solving, analysis and anology when planning, organising, analysing, interpreting science investigations and making meaningful conclusions from the science investigations that they carry out. For example, during a science lesson students can be asked to investigate how sound travels through mediums such as air and solid objects. In order for students to effectively investigate this aspect, they foremost need to undertake systematic planning particularly in relation to the materials they will needs and the procedures that will undertake in order to effectively investigate how sound travels. Secondly, when conducting this experiment, student will need to exercise deductive reasoning and logical thinking in order to effectively relate the aims of the experiments and their findings. In case of any miscalculations or errors during the experiment students will need to use their problem solving to identify the problem and find ways of addressing the identified problem. Lastly, students need to use their analytical and logical thinking skills to make meaningful conclusions from the experiment. Meta-cognition Adolescent is a significant developmental stage of metacognitive growth. During this stage significant cognitive development takes place. For instance, most adolescents begin to experience metacognition by actively monitoring and regulating their thinking processes (Lorain, 2012). Meta-cognition refers to once knowledge or awareness of their own cognitive processes (Metcalfe & Shimamura, 1994). It also entails the ability of an individual to actively monitor and regulate their thinking processes (Lorain, 2012; Desoete, 2009). Similarly, a metacognition level of thinking incorporates an active control over one’s process of thinking especially in learning situations. Metacognition level of thinking in a learning situation may be characterised by planning how to approach a task, monitoring one’s comprehension and assessing one’s progress towards the completion of particular task. Furthermore, motivating oneself towards the completion of task can be considered as a meta-cognitive skill. This process may involve the ability to be aware of distracting stimuli from internal and external sources and finding ways of averting these stimuli. Metacognition plays a critical role in effective adolescent learning. Santrock (2010) observes that adolescents learn best when they are able to make connection between what they are trying to learn with what they know, understand and have experienced. In order for adolscents to make a connection between what they are trying to learn with what they know, understand and have experienced, they need to demonstrate meta-cognitive skills. For instance, they need to be aware of what they know, understand and experience. Subsequently, they need to deliberately channel their knowledge, understanding and experiences towards what they are trying to learn. This will inevitably require them to monitor and regulate their thought (Israel, Bauserman, Welsch & Block, 2005). Crawford (2007) notes that, metacognition provides adolescents with an intellectual power to evaluate reactions in situations and control impulsiveness, negative emotions and tempers. It also enables them to think about the consequences of their choices and rational judgement. As a result, this intellectual capacity allows adolescents to assess the quality of their thinking, develop a flexible approach of thinking and learning. This capacity also enables adolescents to reflect on their thoughts, emotions and feelings. When it comes to learning, metacognition can enable adolescents to set goals, plan, engage in problem solving, monitor their progress and assess the effectiveness of their thinking process. Metacognition also gives adolescents a sense of awareness and control over their own learning by providing them with a means to oversee how their learning process occurs (Crawford, 2007). Teaching/ Learning Implication According to Borkowski, Chan, & Muthukrishna (2000), metacognitive skills play a critical role in mathematical problem-solving. The use of metacognitive skills can enable learners to enhance their proficiency in mathematics and effectively solve math-related problems. The learning outcomes embedded in the Australian Maths curriculum for Year 5 learners (7-8 years) accentuates on critical thinking, reasoning and problem solving skills (ACARA 2012b). In the mathematical context metacognitive skills can enable learners to effectively solve math problems. In a case where students are provided with contexualised math problems such as; “If John had 12 apples and divided the apples equally among his three son, how many apples would each son get? metacognitive skills can enable students to think critically, reason and come up with a viable approach of solving a particular problem. In order to solve this math problem, students will first have to understand the problem by reading through and reflect on what they have learnt previously or what they know. Secondly, students will have to come up with a plan or an approach for solving the problem. After finding a suitable approach of solving this problem, students will then use this approach to solve the problem. Subsequently, students will have to check the legitimacy of their solution by reflecting on their knowledge, understanding or even experience. Perspective Taking Perspective can be defined as the ability to relate to others by perceiving or understanding their motivations, thoughts, intentions and feelings (Marrs, 2012). In emphasizing the need for perspective taking, (Hall, 2006) points out that it is important to fit in others shoes so that you can view the world from their perspective, relate with their feelings and possibly think and react in the same manner as they do (Hall, 2006). Perspective taking is basically considered as a theory of the mind and was developed in 1978 by Premack and Woodruff who used it to study whether chimpanzees understood the fact that they all had a different point of view and that their thinking was different from each other. Perspective taking is considered as one of the most important steps in the cognitive development of adolscents. Research has shown that perspective taking has many beneficial outcomes in the learning process of adolescents since it contributes to the emergence of qualities such as flexibility, objectivity, appreciation for other people’s differences, developing tolerance for situations that have ambiguity, not being judgmental and accepting and respecting different outcomes. As a result of this, adolescents are able to develop qualities such as patience, reasoning and sensitivity to others and situations around them. Therefore perspective taking plays an important role in shaping an adolescent’s participation and contribution in social situations thus preparing them for future learning and collaboration with others. Additionally, perspective taking enables adolescents to overcome things as egocentrism and model their behavior to meet the expectations of others therefore enriching their interpersonal relationships. The adolescent stage is an important point since it is the time when an individual’s interpretation of different perspectives becomes more complex and sophisticated. Rubenstein, (2012) argues that at the start of adolescence an individual transitions to the third level of their social perspective taking ability which also coincides with a greater development in cognitive skills and reasoning (Rubenstein, 2012, p.8). During this stage, the adolescent is able to genuinely embrace a third party perspective as a result of greater development in cognitive reasoning and effectively utilize this in both social and isolated environments. Unlike children who can only manage to embrace a second person view point, adolescents are able to come out of themselves as a system and at the same time observe others and themselves as objects and actors who are reciprocating from a perspective which is generalized by others. During this stage, perspective taking also involves developing an understanding on how different perspectives relate to each other and therefore it becomes an important tool in the learning process of an adolescent. In this case, the adolescent will be able to fit themselves in the shoes of an educator and try and gain his/her perspective in the subject matter. Trying to view things from the educator’s perspective helps the adolescent quickly understand the subject matter and also develop analytical skills to further improve his/her learning experience. Perspective taking can be crucial in helping an individual gain understanding of the English language. Language development has a very close relationship with mental development. Empathy, which is one of the attributes gained from perspective taking, plays a crucial role here since it helps the learner gain a mental understanding of the intended meanings of words apart from just decoding the spoken words. Empathy plays the crucial role of helping the learner get a thorough understanding of the spoken words and therefore polish there communication skills (Rubenstein, 2012). Teaching/ Learning Implication Given that language is acquired, perspective taking can play a crucial role in student’s language learning and development. The use of the ‘believe game’ is a good example of how perspective taking can help learners acquire English language skills. In this case, students are requested to read or listen to a person’s view point on a subject matter while maintaining their mental status open to accepting the ideas presented as truth. Afterwards, they engage in a period of discussion where they are free to ask questions which they might have in order to gain a full understanding of the view point. However, they are free to doubt and perform a critical analysis of the position after getting an understanding of the key tenets of the point of view presented. Finally, the learners are required to explain what they have gained from the activity and whether or not they are surprised by the information presented. In addition, they are encouraged to explain their experience and understanding of the point of view presented (Rubenstein, 2012). Conclusion This essay has critically examined how three cognitive process namely; formal operation thought, meta-cognition and perspective taking influence adolescents thinking and learning. It is established in this essay that the formal operation thought stage begins at the age of 11 and extends to adulthood. During this stage, most adolescents demonstrate their intelligence through their ability to logically use symbols to conceptualize abstract concepts. Moreover, during this stage adolescents develop skills in systematic planning, logical thought and deductive reasoning especially in relation to abstract concepts (Shaffer & Kipp, 2009; Piaget, 1972). These skills in turn promote students efficiency in learning science and mathematics. Secondly, metacognition entails once knowledge or awareness of their own cognitive processes (Metcalfe & Shimamura, 1994). This cognitive process plays a critical role in mathematical problem-solving. Lastly perspective taking involves ability to relate to others by perceiving or understanding their motivations, thoughts, intentions and feelings (Marrs, 2012). ). During this stage, adolescents are able to genuinely embrace a third party perspective as a result of greater development in cognitive reasoning and effectively utilize this in both social and isolated environments. Given that language is acquired, perspective taking plays a crucial role in student’s language development. References Australian Curriculum Assessment and Reporting Authority (ACARA) (2012). Science / Year 6 / Science Inquiry Skills / Questioning and Predicting. Borkowski, J. G., Chan, L. K. S., & Muthukrishna, N. (2000). A proces-oriented model of metacognition: Links between motivation and executive functioning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 1-41). Lincoln, NE: Buros Institute of Mental Measurements. Crawford, G. (2007). Brain-Based Teaching with Adolescent Learning in Mind. New York: Corwin Press. Desoete, A. (2009). “Mathematics and metacognition in adolescents and adults with learning disabilities.” International Electronic Journal of Elementary Education 2(1), pp. 82-100. Fischer, K. (1980). “A Theory of Cognitive Development: The Control and Construction of Hierarchies of Skills”. Psychological Review 87(6), pp. 447-519. Hall, A. (2006). Perspective Taking in Language Learning and Teaching. Retrieved October 8,2012 from Lorain, P. (2012). Brain Development in Young Adolescents. Retrieved on October 9, 2012 from Israel, S. Bauserman, K. Welsch, K. & Block, C. (2005). Metacognition in Literacy Learning: Theory, Assessment, Instruction and Professional Development. London: Routledge. Marrs, I. (2012). Theory of Mind and Perspective Taking. Retrieved on October 9, 2012 from Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about knowing. Cambridge, MA: MIT Press. Rubenstein, R. (2012). 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