1. Bicol University
College Of Education
Daraga, Albay
COGNITIVE DEVELOPMENT
ON HIGH SCHOOL
LEARNERS
Prepared & Reported by:
Nickole G. Ordiales
BSEd I-R
2nd Sem. S.Y.: 2013-2014

2. “ Adolescence is that time when
I think it can be”
-Anonymous

3. COGNITIVE DEVELOPMENT
 It is the emergence of the ability to think,
reason and understand.
 And it is said that “Adolescence marks the
beginning development of more complex
thinking processes called formal logical
operations”.
 Jean Piaget's theory has become one of the
most influential theories of cognitive
development.

4. BRAIN DEVELOPMENT
1. Acquisition of new skills due
to brains increasing weight
and refining synaptic
connections (corpus
callosum).
2. Process of continuous
concentration of brain cell in
prefrontal cortex and
temporal and parietal areas
(myelination)

5. BRAIN DEVELOPMENT…
3. Three peaks of maturation at the age of 12, 15
and 18.5
4.Acquire spatial awareness and formulate abstract
or general ideas.
5. From ages 13 to about age 25, a pruning and
strengthening process is happening in their brains

6. PIAGET’S THEORY OF COGNITIVE
DEVELOPMENT

7. PIAGET’S THEORY OF COGNITIVE DEVELOPMENT…
FORMAL OPERATIONAL STAGE (12-Aduthoood)
 It marks a movement from an ability to think and reason from
concrete visible events to an ability to think hypothetically; to
entertain what-if possibilities about the world; develop abstractthinking and can solve problems systematically by using abstract
concepts.
 The cognitive structures of this stage can be characterized by four
rules for manipulating the content of thought:
1.identity
2. negation
3.reciprocity
4.correlativity

8. PIAGET’S THEORY OF COGNITIVE DEVELOPMENT…
FORMAL OPERATIONAL STAGE…
Formal Operational Thinking consist in:
a. Propositional thinking - assertion of outside
visual evidence.
b. Relativistic thinking- subjective making of
opinions on facts.
c. Real versus possible- examining a situation
and exploring the possible in terms of
situations or solution.

9. FORMAL OPERATIONAL STAGE…
Hypothetic-Deductive Reasoning

It emerges in reasoning from facts or situation to a particular
situation.
 It is very important method for testing theories or hypotheses. The
HD method is one of the most basic methods common to all scientific
disciplines including biology, physics, and chemistry.
Its application can be divided into five stages:
1. Form many hypotheses and evaluate each hypothesis
2. Select a hypothesis to be tested
3. Generate predications from the hypothesis
4. Use experiments to check whether predictions are correct
5. If the predictions are correct, then the hypothesis is confirmed. If not,
the hypothesis is disconfirmed.

10.  Hypothetic-Deductive Reasoning Example
HD reasoning could be useful in everyday life. Here is an example:
1.Suppose your portable music player fails to switch on. You might consider the
hypothesis that perhaps the batteries are dead. You decide to test whether this
is true.
2.Given this hypothesis, you predict that the music player should work properly
if you replace the batteries with new ones.
3.You proceed to replace the batteries, which is the "experiment" for testing the
prediction.
4.If the player works again, then your hypothesis is confirmed, and you throw
away the old batteries. If the player still does not work, the prediction was false,
and the hypothesis is disconfirmed. You might reject your hypothesis.

11. FORMAL OPERATIONAL STAGE…
 Problem-Solving Thinker
 Outside from formal operational thinking that can be developed by
mathematical and science studies.
 It is the identifying the problem and seeking new and creative solutions.
STEPS TO BECOME PROBLEM-SOLVER
1.
Observe and ask questions. Watch the way in which others perform. Ask
others how they solve problems.
2.
Approach from a different angle. Think of potential solutions as if you
were a child
3.
Learn a new word. Look at dictionary and find the "Word of the Day." Use
the word several times during the day.
4.
Understand something new. Watch movies, read or look at pieces of art in
genres or styles that would normally be of no interest. Read more about
them.

12. SIEGLER’S INFORMATION
PROCESSING SKILLS
It views the human mind as a system that
processes information according to a set
of logical rules and limitations similar to
those with which a computer is
programmed.
Four important processes :
1.Encoding and Representation
ROBERT SIEGLER
2. Strategies
3.Automatization
4. Generalization
In his experiments he uses role model,
thereupon, adolescents may show the ff.;
a. Speed in information processing
b. Complexity
c. increased volume of information
processing

13. METACOGNITION
 It is defined as "cognition about cognition", or "knowing
about knowing". It comes from the root word "meta",
meaning behind.
 It is the ability to think above thinking
INFORMATION PROCESSING TRENDS
1. The knowledge acquired through experience is stored in
long term memory and become declarative and
procedural.
2. Learners are aware of their poor memory.
3. Ability to acquire an increased amount of knowledge
and skills.

14. METACOGNITION…
THREE COMPONENTS OF METACOGNITION
1.Metacognitive knowledge or metacognitive awareness
-is what individuals know about themselves and others as cognitive processors.
2.Metacognitive regulation
-is the regulation of cognition and learning experiences through a set of activities that
help people control their learning.
It contains three skills;
a.Planning: refers to the appropriate selection of strategies and the correct
allocation of resources that affect task performance.
b.Monitoring: refers to one's awareness of comprehension and task
performance
c.Evaluating: refers to appraising the final product of a task and the efficiency at
which the task was performed. This can include re-evaluating strategies that were used.
3.Metacognitive experiences
-are those experiences that have something to do with the current, on-going cognitive
endeavor.

15. THREE TYPES OF METACOGNITIVE AWARENESS
1.Declarative Knowledge
-refers to knowledge about oneself as a learner and about what factors
can influence one's performance.
2. Procedural Knowledge
-refers to knowledge about doing things. This type of knowledge is
displayed as heuristics and strategies.
A high degree of procedural knowledge can allow individuals to perform
tasks more automatically.
This is achieved through a large variety of strategies that can be
accessed more efficiently.
3.Conditional knowledge
-refers to knowing when and why to use declarative and procedural
knowledge. It allows students to allocate their resources when using
strategies. This in turn allows the strategies to become more effective.

16. OVERACHIEVERS
-are individuals who "perform better or achieve
more success than expected." The implicit
presumption is that the "overachiever" is
achieving superior results through excessive
effort.
 Achievement and IQ test are use to measure
learners abilities.
 Those who fall to the top 3 and 5percent are
recognize as gifted.
 The latter are overachievers who has a very
high grade.

17. OVERACHIEVERS…
IQ test
- a score derived from one of several
standardized tests designed to assess
intelligence.
Advantages
1.Good predictor of success in school
achievement
2. Beneficial in identifying learning
French psychologist Alfred Binet
was one of the key developers of
deficiencies.
what later became known as the
Disadvantage
Stanford–Binet test.
1. Don’t measure the great number of
abilities that belong to human intelligence.

18. CHARACTERISTIC OF OVERACHIEVERS
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

19. UNDERACHIEVERS
 Individual whose performance falls below the measured IQ
levels.
 It is a person and especially a student who fails to achieve his
or her potential or does not do as well as expected.
TWO TYPES OF UNDERACHIEVER
1. Withdrawn
- more passive of their overt behavior, submissive and docile.
2. Aggressive
- tend to be talkative, if not disruptive and rebellious.

20. PARENTAL INVOLVEMENT
The influences of parents appears to the dominant influence
on the adolescent’s achievement level then peer group
influence.
Parents of High Achievers demonstrate the ff.:
Positivity in all aspect
Harmonious and supportive relationship
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.
1.
2.
3.

21. PARENTAL INVOLVEMENT…
Parents of Underachievers demonstrate the
ff.:
1. Indifference and disinterestedness in academic
and extra-curricular activities.
2. Authoritarian, restrictive and rejecting attitudes
or being excessively lax.
3. Excessive indulgence, solicitousness, and
protectiveness.

22. POSSIBLE ADOLESCENT BEHAVIOR DURING
COGNITIVE GROWTH
1. Egocentrism
-thinking too much of themselves.
a. Imaginary audience
-admirers that exist only in the teenager’s
imagination.
b. Personal fable
-a teenager's exaggerated sense of their
own uniqueness.
2. Idealism
-adolescent opens thought on the possible.

23. DEVELOPING OCCUPATIONAL SKILLS
Holland Codes
-is a theory of careers and vocational
choice based upon personality types. It
was developed by the psychologist
John L. Holland.
John Holland
June 21, 1914May 31,2009
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).
The Holland RIASEC hexagon

24. DEVELOPING OCCUPATIONAL SKILLS …
BASIC PERSONALITY FACTORS
1.Realistic (Doers)
-prefer practical task that require physical labor and motor coordination.
Examples: carpenters, drivers, electrician, engineer etc…
2. Investigative (Thinkers)
-prefer to think rather than act
Example: computer programmer, chemist, detective, scientist, etc…
3. Artistic (Creators)
-prefer constructed task and may show ability of self-expression.
Example: architect, artist, cartoonist, sculptor, etc…

25. DEVELOPING OCCUPATIONAL SKILLS …
BASIC PERSONALITY FACTORS…
4. Social (Helpers)
-tend to engaged in interpersonal situation and social interaction.
Example: social worker, baby sitter, physician, broadcaster, etc…
5. Enterprising (Persuaders)
-skilled and constructive in thoughts and actions and capable of
leading others.
Example: trainer, politics, recruiter, activist, etc…
6.Conventional (Organizers)
-prefer structured task
Example: clerks, cashier, receptionist, secretary, etc….

26. ATTITUDES AND ABILITIES NEEDED
FOR GAINFUL OCCUPATION
1.
2.
3.
4.
5.
6.
Self-reliance
Ability to manage money
Social responsibility
Mature work
Personal responsibility
Positive attitudes

27. EXTRACURRICULAR ACTIVITIES
 School activities outside the subject are mechanism for
further development of the adolescent student, allowing
them to acquire new attitudes, knowledge, and skills and
an avenue for leadership.
 Such activities are generally voluntary as opposed to
mandatory, non-paying, social, philanthropic as opposed
to scholastic, and often involve others of the same age.
 Students often organize and direct these activities under
faculty sponsorship, although student-led initiatives, such
as independent newspapers, are common.