Adolescence:
Change and Continuity
Adolescence:
Change and ContinuityThe development of the thinking and the organizing systems of the brain is defined as cognitive development. Some of the main domains of cognitive development are language, problem solving, memory development, and reasoning. The study of cognitive development entails the changes that occur between the births of a child to maturity of the children. These changes that are recorded through the brain, include everything the individual has learned. Young children and adults have different ways of thinking about different subjects. Obviously, adults think and respond with a more complex attitude than children since they are more experienced and are taught more. However, the ways in which children think are extraordinary. Many researchers have done studies to observe what exactly goes through a child's mind.
Perceptions of Critical Thinking
Seaver (2000) presents two perspectives on critical thinking:
Seaver addresses one perception that arises from a reductionist conception of thinking in which critical thinking is often broken down into skills, dispositions, and attitudes. She adds that the reductionist is concerned with individual skills that have been identified as behaviors that critical thinkers engage in, and therefore the mastery of these skills, which can be taught directly, will result in critical thinking. The reductionists can take two different viewpoints on the subject, which Seaver explains very thoroughly in her writings. Some reductionists feel that the foundation for critical thinking begins with accumulating enough facts or knowledge such as that the child will have something concrete to think about. Others attack the problem from the other side, that of teaching thinking skills first and then integrating them into content. (Seaver, 2000, pgs. 17-18)
Seaver addresses another perception, which arises from the developmental concerns of Piaget and Erickson, and thus delegates much of critical thinking to post-adolescent schooling. Seaver writes that Piaget and Erikson respond that developmental perspective says that the ability to think critically depends upon physical/biological maturation or upon the successful resolving of psychosocial tasks at a maturational level. (Seaver, 2000, pgs. 17-18)
To conclude on the perceptions of critical thinking, Seaver talks about the third one. The third perception says that critical thinking develops not through maturation or through practice and repetition of skills in artificial situations, but through thinking critically in situations that are meaningful to children of whatever age. (Seaver, 2000, pg. 17)
Perspective from Piaget
Jean Piaget is a developmental psychologist. He studied many individuals and their ways of thinking. He provided a theory of intellectual and perceptual development from birth to maturity. This theory, known as the Piagetian theory, was a great intellectual achievement that gave an account of cognitive processes that was very influential, since it is still used today. (Brown, 1970, pgs. 3-4)
Piagetian Theory
Processes of the Theory
Critical thinking develops in situations that are meaningful to children. This ranges from birth to adulthood. When a child is interested on a certain subject, their thinking skills become very complex. On the other hand, when a child is confused on a particular subject, their thinking skills become more intense. This thinking and the organization of the brain is what are defined as cognitive development.
For further information on this subject: cognitive development of children…
Adolescents experience many changes as they make the transition from childhood to adulthood. Along with physical and social changes come changes in cognition, or the way an individual thinks and processes information. As a result, there is often an increase in conflicts between parents and their adolescent children.
What do adolescents and their parents argue about?
Although it can be quite painful, an increase in conflict is part of normal development for adolescents (Tubman et al, 1994). Conflicts usually pertain to chores, finances, appearance, and substance abuse (Galambos, 1992). Also, family relations, school, curfew, dating, friends, and sexual behavior cause disagreements between parents and their teenagers (Barber, 1994).
Why are parents and their children more likely to argue during adolescence?
Throughout adolescence, individuals experience a period of individuation. During this time, they develop their own identity and form their own opinions, separate from their parents. This is a normal process for adolescents (Tubman et al, 1994). Also, teenagers begin to realize that their parents are not always right. This is called "de-idealization" of their parents (1994). These changes are cognitive, occurring within the brain at puberty.
During adolescence, young people develop advances in reasoning. They are more able to think about things abstractly and logically. Adolescents become interested in concepts such as justice, fairness, and rights (Galotti et al, 1991). This change in thinking allows teenagers to question their parents' authority and rules.
How does advanced reasoning increase the frequency of conflicts?
Parent-adolescent conflict is typically based on "the different ways in which parents and their children understand and define family rules, events, and regulations" (Steinberg, 1990, p. 270). Smetana states that social reasoning is related to increased conflict. This is because adolescents are more likely to feel that many issues should be a matter of personal choice instead of parents' opinion, which is social convention (1990). For example, a parent may say, "In my house, your room will be clean," but the teen thinks, "This is my room, so I don't have to keep it clean." Arguments commonly arise over issues similar to this one.
What does parent-child conflict mean for their relationship?
Despite the fact that parents and teens argue often, their relationship is usually not threatened. Actually, most teenagers "report admiring their parents, turning to them for advice and counsel, and feeling loved and appreciated by them" (1990, p. 260). Conflict during this time is simply a part of the process of becoming an adult.
To Read Further . . .
References
On Parent-Adolescent Conflict:
Galotti, K. M., Kozberg, S. F. and Farmer, M. C. (1991). Gender and developmental differences in adolescents' conceptions of moral reasoning. Journal of Youth and Adolescence. 20:1.
Here are some helpful websites dealing specifically with cognition:
Some helpful links dealing with cognition:
The middle of this site (goes directly there) summarizes the theories of Piaget, Erikson, and Kohlberg in relation to the adolescent psychological development.
An overview of Piaget’s stages of cognitive development which allows for access to links to provide examples of how the theory can be used in everyday situations and Piaget’s thoughts on constructivist learning.
Ellen Wartella explains the advantages and disadvantages of applying Piaget’s theory to everyday adolescent life. Wartella goes on to discuss the effect of mass media on the cognitive development of adolescents.
This article taken from the American Academy of Child and Adolescent Psychiatry evaluates the thinking process behind the reason why children lie.
Professor Robert Havighurst identifies 11 developmental tasks that one may progress through during adolescence.
This lengthy study by Wendy Josephson researches the effects of television violence on the cognitive development of children from ages 0-18. It may be helpful to read the Executive Summary prior to reading the entire article.
A book review by Thomas J. Buchard Jr. of The Bell Curve, accurately summarizes how this “theory” uses ones cognitive ability in determining social status and class.
This study conducted by Murray and Paschall, finds that the use of corporal punishment does infact inhibit the development of a child’s cognitive development. For an in depth look of the study, click at the bottom of the page for the entire paper.
This site was produced by students taking HDFS 433: The Transition to Adulthood and HDFS 239: Adolescent Development at the Pennsylvania State University. Feedback can be sent to the individual authors or to Nancy Darling (darling@bard.edu).
Last updated 5/06/02.