The document discusses cognitive development in adolescents. It notes changes in thinking patterns marked by new cognitive skills from the brain's increasing weight and refining connections between hemispheres. Another development is myelination concentrating brain cells in prefrontal areas. Accompanying these changes, adolescents begin acquiring abilities like spatial awareness and abstract thinking. Piaget's theory of formal operational thinking shows how adolescents can think hypothetically and consider multiple dimensions and possibilities. The document also discusses various cognitive capacities and trends in adolescents.

2. Similarly remarkable as the
physical changes in the
transitional period of
adolescence, are changes in
thinking patterns. These
changes are marked by the
acquisition of new cognitive
skills due to the brain’s
increasing weight and
refining synaptic
connections ( technically
known as the CORPUS
COLLOSUM ) which join and
coordinate the two
hemispheres of the brain.

3. Another brain development is the
process of continuous concentration
of the brain cells in the prefrontal
cortex and related temporal and
parietal areas ( technically known as
myelination)

4. Accompanying brain changes in cognitive
capability, the adolescent begins to acquire
spatial awareness and formulate abstract or
general ideas involving numbers, order, and
cause-effect. All these changes propel the
adolescent from the world of the sensible and
concrete thoughts to the world of the possible
and the universal (abstract ideas, such as on the
generally good, true and beautiful).

6. Piaget formulated the theory of
Formal Operational Thinking which
demonstrates how the cognitive
capacity of the adolescent allows
him/her to go beyond the sensible
and concrete to dwell on what is
abstract, hypothetical,
multidimensional and possible.

7. a) Propositional Thinking –
making assertions outside visual
evidence and stating what may be
possible in things not seen by the
eyes (for example, whether an
unseen object is red or green, big
or small, and flat or round);

8. b) Relative Thinking –
subjectively making an opinion on
facts – involving one’s own bias,
prejudice of distortion of facts –
which may be either right or
wrong (for example, arguing for
or against the superiority of the
races, whether white, brown,
yellow or black);

9. c) Real versus Possible –
examining a situation and
exploring the possible in terms of
situations or solutions (e.g.
possible success in implementing a
student project or school policy).

10. For Piaget one indication of formal
operational thinking is the ability of the
adolescent thinker for combinational
analysis, which is his taking back the
effects of several variables in a situation,
testing one variable at a time, and not
randomly.

11.  emerges in the adolescent reasoning
from general fact situations to a
particular conclusion.
 Scientific evidence shows that while
adolescents may obtain the capacity of
formal operational thinking, only
experience and education will allow them
to actually practice it.

12.  This involves identifying problems and
seeking new and creative solutions for
them.
 The problem solving thinker is the one
who is able to rethink and reorganize
ideas and ask important questions, even
defining totally new problems not
previously seen.

13. He sees cognitive growth, as stage
of development, but more of a
sequential acquisition specific
knowledge and strategies for
problem solving.
ROBERT
SIEGLER
In his experiments he uses rule models in relation to
balance, weight, distance, conflict-weight, conflict-distance,
and conflict balance problems. thereupon, adolescents may
show the ff.;
a. Speed in information processing
b. Complexity
c. increased volume of information processing

14.  It is the ability to think above thinking, evidenced by
awareness of and capacity to identify one’s own
thinking processes or strategies-perception,
comprehension, memory and problem solving.
INFORMATION PROCESSING TRENDS
1. The knowledge acquired through experience is stored
in long term memory and now becomes more
declarative (“ I know that ”) and procedural ( “ I
know how “ ).
2. Learners becomes aware of his/her poor memory.
3. Adolescent’s ability to acquire an increased amount of
knowledge and skills along many areas and domains.

15.  Achievement and IQ tests are
standard measurements of the
learner’s abilities, as well as
potentials for success in given
areas.
 In many societies, students who
get IQ scores that place them in
the top 3 and 5 percent on the
bell curve are considered
“gifted”. Still, those whose IQ
tests are not in the 3 and 5
percent on the bell curve may
actually achieve very high
academic grades.

16. 1. Positive self-value
2. Openness to authority
3. Positive interpersonal
relations
4. Less conflict on issue of
self-autonomy
5. Academic oriented
6. Goal-oriented
7. Control over anxiety

17.  Individuals whose
performance are below the
measured IQ levels are
called underachievers.
 In spite of possible
potentials to learn and
scores in the top quarter on
measured academic ability,
their grades are below their
measured aptitudes for
academic achievement.

18. 1. Withdrawn Underachievers – are
described as having a more pronounced
tendency to be passive (their overt
behavior being submissive and docile).
2. Aggressive Underachievers – tend to be
talkative, if not disruptive and
rebellious..

19. The influences of parents appears to the
dominant influence on the adolescent’s
achievement level more than peer group
influence.
Parents of High Achievers demonstrate
:
1. Positivity attitude in learning, school, teachers,
and intellectual activities.
2. Harmonious and supportive relationship
3. Their own capabilities for success, conflict
management, independent choice with which
children can identify.
4. Encouragement and support for their children
achievement without undue pressure.
5. Active involvement in school program and in
parent-teacher-community activities.

20. Meanwhile, parents of
Underachievers show little or
none of the above traits, while
possibly showing :
1. Indifference and disinterestedness
in academic and extra-curricular
activities.
2. Authoritarian, restrictive and
rejecting attitudes or being
excessively lax so as to leave their
children on their own without any
involvement or support.
3. Excessive indulgence,
solicitousness, and protectiveness,
thus stifling their children’s self
initiative.

21. Accompanying cognitive growth are possible
behaviors which need to be understood for
proper guidance of the adolescent :
1.Egocentrism – this is the tendency
among adolescents to think too much of
themselves, such as to be too sensitive
to social acceptance of their
appearance, actions, feelings and ideas,
etc.

22. 2. Idealism – The adolescent opens thought
on the possible, an avenue to possibly
imagining what is far-fetched and less
ideal to situations at home, in school, and
in society. Imagining the world of the
impossible (as a utopia or heaven on
earth), the adolescent may become
discouraged as social realities (e.g. family
discords) fall short of the ideal.

23.  Generally, the high school
curriculum tends to focus on
academic cognitive learning,
neglecting attention to
occupational skill. In the
Philippines, there is evidence
that high school graduates
lack skills to directly enter a
labor sector. Generally
college education is viewed
as the path to occupations
and careers in life.

24.  Unfortunately, even college graduates are
viewed to lack occupational skills needed
for employment in the present-day
commercial and industry sectors.
 Today, experts believe that high schools
can go more along the area of developing
occupational skills than they are
providing adolescent students in high
school. It is important therefore, at least
to guide students on their future career
choices to view how personality types
match occupational interests and
potential skills.

25. Holland Codes
-is a theory of careers and
vocational choice based upon
personality types. It was
developed by the psychologist
John L. Holland.
-
Each letter or code stands for a
particular "type":
1.Realistic (Doers)
2. Investigative (Thinkers)
3. Artistic (Creators)
4. Social (Helpers)
5. Enterprising (Persuaders)
6.Conventional (Organizers).
JOHN HOLLAND

26.  Realistic – This personality type
prefers practical tasks, often
requiring physical labor and motor
coordination, and less of
interpersonal skills, e.g. in
construction (carpenters, drivers,
etc.)
 Investigative – They prefer to think
rather than act, being interested in
tasks that use conceptual skills, e.g.
in the field of the sciences and
technology (chemists, scientists,
technologists, etc.)

27.  Social – They are social and
tend to engage in
interpersonal situations and
social interaction, e.g. in the
social sciences (social
workers, physicians,
broadcasters, etc.)
 Conventional – They prefer
structured tasks and can
subject their needs to those of
others, e.g. in office jobs
(clerks, manual workers, etc.).

28.  Enterprising – They are
skilled and constructive in
thoughts and actions, and
are capable of leading
others, e.g. in business,
industries (sales,
enterprises, etc.)
 Artistic – They prefer
unstructured tasks and
may show ability for self-
expression, e.g. in the arts
(artists, musicians,
performers, etc.)

29. 1. Self-reliance
2. Ability to manage money
3. Social responsibility
4. Mature work
5. Personal responsibility
6. Positive attitudes

30.  School activities outside the subject for
classroom study are mechanism for further
development of the adolescent student,
allowing them to acquire new attitudes
(such as discipline and motivation),
knowledge (such as of organization, sports,
etc.), and skills (organizing, planning, time-
managing, athletics, etc.).

31. Thank you .. 
-- KAREN ZAMORA