2.
2
As teens transition from mid to late adolescence, their cognitive
abilities also mature. Cognitive abilities in teens shift from only
thinking on a concrete level to a more abstract understanding
of what could be possible.
High school aged adolescents develop strong critical thinking
skills and are able to problem solve better than younger peers.
The increased problem solving of the adolescent brain, new and
continued questioning of personal identity, along with social
pressure all lead to teens changing interests and hobbies such
as fashion, music, jobs, religion, political issues, and social
causes.
These changes and increased exposure allow them to think
more critically in the classroom, and also plan for the future,
balance many activities, appreciate other’s opinions, and better
understand the effects of their decisions.
While late adolescents are better able to make decisions and
control their actions than children, they are not fully equipped
with the cognitive tools to do so until early adulthood. There are
two main components of the brain responsible for judgment and
impulse control—the limbic system and prefrontal lobe.
The limbic system develops first, and deals mostly with emotions;.
The prefrontal cortex develops later, and aids in judgment and
decision-making. The delayed development of the prefrontal
cortex contributes to the likelihood that adolescences will still
react impulsively by partaking in reward- seeking, novelty, risk-
taking, and sensation-seeking behaviors without sound
judgment.
Cognitive
Development
Students’ cognitive skills are expanding to
include deductive and systematic
reasoning that allow for the processing of
multiple variables and scientific inquiry.
Metacognitive skills and knowledge
improve during adolescences as students
become more focused and in control of
their own thoughts.
Vocabulary
Terms to know when
working with High
School Students
Adolescent Egocentrism:
Assumption that all share one’s
thoughts, feelings, concerns;
teens become focused on own
their ideas.
Executive Functioning: The
neuropsychological skills that we
need to plan, focus and
remember.
Egocentricity: The assumption
that others experience the world
the way you do.
Person-Environment Fit Theory:
Theory that development and
learning are greatest when the
needs and characteristics of the
learner fit the characteristics of
the learning environment.
Stereotype Threat: Extra
emotional and cognitive burden
that your performance is a given
situation might confirm a
stereotype others may have
about you.
