Chapter 14: Cognitive Development in Adolescence

Formal operational thinking

mental operations on operations, meaning a person can think about the relationship between two statements or propositions

Types of reasoning

Hypothetico-deductive reasoning and Isolating and combining variables to draw conclusions

Hypothetico-deductive reasoning

thinking about hypothetical statements and understanding their logical relationships

Ex. of isolating and combining variables to draw conclusions

Premise 1: The motorcycle is larger than the mouse. Premise 2: The elephant is larger than the motorcycle. Conclusion: Therefore, the elephant is larger than the mouse.

Metacognitive understanding

the ability to reflect consciously and deliberately on one's own cognitive processes

Aspects of metacogntive understanding

Steady improvements in ability to manage and deploy mental resources, Three aspects of attention (sustained, selective, and executive attention) improve from middle childhood through adolescence. Three aspects of memory also improve during adolescence: working memory capacity, the use of more effective strategies for remembering, and the expansion of the knowledge base. A curvilinear function reaches a peak at about age 15 years (Ref. ch-11 figure 11.2) Metacognitive understanding improves considerably in adolescence.

A competent decision maker (with help from parents/caregivers/trusted individuals)

identifies possible options, assesses the risks and benefits that may result from each choice evaluates how desirable each consequence is estimates the likelihood of each consequence uses the information from the previous steps in an organized fashion to decide on a course of action

Dual systems model of risk-taking argues that risk-taking

peaks in mid-adolescence

Reasoned vs reactive risk-taking

reasoned is premeditated while reactive risk-taking is impulsive

____ and ______ forces influence risk-taking

internal, external

Why do adolescents take risks?

to impress peers, be socially accepted, and avoid disapproval are strong factors

Perspective Taking in adolescence

Adolescents are more accurate and quicker than children at perspective-taking tasks

Aspects of Adolescent Egocentricism

The imaginary audience and the personal fable

Academic Achievement in Adolescence

Motivation is a key factor, whether its intrinsic or extrinsic

Intrinsic motivation ______ from middle childhood to adolescence and intrinsic motivation is correlated with ________ _______

declined, academic achievement

Three types of goal orientation

Mastery goal orientation, performance goal orientation, and work-avoidance orientation.

Mastery goal orientation focuses on

the inherent value of learning and improving one's knowledge and skill

Performance goal orientation involves

demonstrating one's ability, either by getting a good score or grade or outperforming others

Work-avoidance orientation consists of

procrastination or engagement in activities that interfere with completing a task

Authoritative parenting is associated with

higher school achievement and better mental health

Allowing adolescents to participate in decision making about their own lives leads to

higher levels of achievement and motivation

Expectancy-value model describes the connections between

parent beliefs and behaviors and youth beliefs and behaviors

Researchers need to study minority groups, which tend to have

lower grade point averages and standardized test scores

Teachers find success when manifesting

care and concern for individual students

Emotional and cognitive engagement with schoolwork leads to better

retention

Learning activities should be designed to require

diverse cognitive operations

Race and academic achievement

Black and Hispanic students on average receive lower grades than white or Asian American students

Sources of differences in adolescents

income, stereotype threat, and culture

Stereotype threat

anxiety over fulfilling stereotypes of lower academic performance that can result in lower performance

Claude steele

did research on stereotype threat and found that Some teachers would go in at the beginning of the year and tell young girls that they are not good at math and should not pursue it.

School transitions are associated with declines in

achievement and self-esteem

Stage-environment fit model includes

Challenge and meaning, and Teacher-student and peer relationships

Effective reforms in the classroom

Forming smaller learning communities consisting of a class of students and teachers; Grouping students together in several classes

Four other factors in academic success

Teacher qualifications, Personalization, Common-core curriculum with performance-based assessment, and Support for struggling students

STEM education reform

Efforts to reduce gap between the top industrial countries' student achievement levels and those in the United States. They focus on student interest rather than aptitude, more inclusivity leads to more positive outcomes. Early exposure to STEM and opportunity structures for STEM application enhance the value of these programs

Long working hours lead to declines in _____ and increases in ______

school grade and engage in sexual activity, substance use, and delinquent behavior

Factors influencing occupational choice Personality traits (Holland)

Realistic, Investigative, Artistic, Social, Enterprising, Conventional

Work values (Holland) the types of rewards the person expects to get from work

extrinsic rewards, job security, intrinsic rewards, altruistic rewards, social rewards, Leisure

_____ and ____ also influence occupational choice

Gender, Family and socioeconomic influences

The gender differences in employment

children and adolescents hold stereotyped views. Cultural stereotypes, prejudice, and even harassment. Adolescents from higher socioeconomic status (SES) homes are more likely to choose high-status occupations

Developmental tracks from school to work (Four pathways)

four year degree and career, associates or vocational degree, no stable career, stable career but no college.

What % of individuals achieve four-year degree and career?

35%

What % of individuals achieve associate's or vocational degree?

17.5%

What % of individuals achieve no stable career?

28%

What % of individuals achieve stable career but no college?

19%

Predictors of college success

Socioeconomic status, Academic orientation, Work experience during high school