ppMerry Mae E.

Villaber BSED English 2b

Module 25: Cognitive Development of the High School

Learners

 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 in weight and refining synaptic connection
(technically known as the corpus collosum) which join and
coordinate the two hemispheres of the brain. 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). This second
development covers the brain systems whose executive function
relate to attention, verbal fluency, language and planning.

 Through brain scanning three peaks in brain maturation have been

identified by neurological scientists and these are at age 12, age 15,
and age 18.5, coinciding with the operational thinking processes of
logical reasoning. 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).
Piaget’s Formal Operational Thinker
Piaget formulated the theory of Formal Operational
[p[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. In this realm of though, the adolescent begins to attain
subtlety in thinking, entering the sphere of possible and futures.
More specially, formal operational thinking consists in:

(a)Propositional thinking- making assertions outside visual

evidence, and stating what may be possible in things not
(b) seen by the eyes (for example, whatever an unseen
object is red or green, big or small, flat or round);
(c)Relativistic thinking- subjectively making and 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);
(d) 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
a school policy).

For Piaget one indication of the presence of formal

operational thinking is the ability of the adolescent thinker for
combinational analysis, which is his taking stock of the effects of
several variables in a situation, testing one variable at a time, and
not randomly. An application of a situation which requires
combinational analysis is the school laboratory singly and in
combination resulting in an understanding of chemical changes.
A new thought capacity, known as Hyothetico-Deductive
Reasoning, emerges in the adolescent reasoning from general
facts/situations to a particular conclusion. The school pendulum
experiment is an example of deducting from variables and
generating and recognizing a truth, expressed by the transitional
process of deriving a conclusion from a hypothesis.

Scientific evidence shows that while adolescents may

obtain \the capacity for formal operational thinking, only
experience and education will allow them to actually practice it.
School math and science courses, such as in performing Physics-
type problems (balance scales, pendulums, projections of images
and shadows, etc) certainly help in actualizing formal operational
thinking, although only 40 to 50 percent of adults in Western
cultures have shown evidence of success in formal cognitive
thinking processes.

Outside formal operational thinking which can be developed

by mathematical and science studies, the adolescent enters into a
new capability which makes him a Problem-Solving Thinker.
This involves identifying problems and seeking new and creative
solutions for them. The problem-finding thinker is one who is able
to rethink and recognize ideas and ask important questions, even
defining totally new problems not previously seen.

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 The adolescent may further experience an increase in depth of
thought. Thus, he/she is able t bring what is logically ‘best” for
everyday life, whether or not this may be objectively correct
solution or response to a situation or problem.

Siegler’s Information-Processing Skills

As in information-processing theorist, Robert Siegler views the

influence of the environments on thinking. He sees cognitive growth, not
as stages of development, but more a sequential acquisition of specific
knowledge and strategies for problem solving. He observes the quality
of information the adolescent processes, and those information
influences him/her in his facing at hand through strategies or rules.

In his experiments, Siegler used rule models in relation to balance,

weight, distance, conflict-weight, conflict-distances and conflict balance
problems. He examined the correct and wrong answers to each of the
problems, drawing out rule models in thinking and knowing.

Thereupon, adolescents may show: (a) speed in information

processing, coupled with greater awareness and control and acquired
knowledge base-a more efficient kind of thinking compared with that of
the child (b) complexity by way of considering longer term implications
and possibilities beyond the here-and-now, and (c) increased volume of
information processing coupled with longer memory span.
Metacognition

Among the development cognitive advances in adolescence is

metacognition. This involves 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.
The knowledge acquired through experiences is stored in long term
memory and now becomes more declarative (“I know that”), as well as
procedural (“I know how”). Thus, the learners becomes aware pg
his/her poor memory, such that the adolescent may be prodded to muster
cognitive capacity to supplement poor memory by employing a memory
aid, for example, a list of things to do and a mnemonic device. The
learner may also spend time with and attention to a material to be
learned, demonstrating higher thinking skills.
Another important information-processing trend is the adolescent’s
ability to acquire an increased amount of knowledge and skills along
many areas or domains. From a novice, he/she becomes a near expert.
Information is also processed more rapidly, while showing increased
levels of memory performances

Overachievers

Achievement and IQ tests are standard measurements of the

learner’s abilities, as well as potentials for success in given areas. While
IQ tests alone do not measure the great number of abilities that are part
of human intelligence, they are still relatively good predictors of success
in school achievement. Indirectly, IQ tests are a beneficial instrument in
identifying learning deficiencies in learners.
 In many societies, students who get IQ scores that place them in
the top3 and 5 percent on the bell curve are considered “gifted”. Still,
those whose IQ are not in the top 3 and 5 percent on the bell curve may
actually achieve very high academic grades. The latter type of learners
are labelled overachievers.

The case of overachievers serve as a reminder that the IQ test is

not the only determinant in school achievement. There are other factors
such as, motivation, interest, work habits, and personality development.
Beyond what are statistically shown by achievement in curricular
subjects (in English, Math, Science, Araling Panlipunan, etc.),
overachievers demonstrate superior work habits, grater interest in school
work, more consistency in doing assignments and more
grade/performance consciousness. Overall, they show more
responsibility, consciousness and planning compared with “normal”
achievers. Listed as characteristics of overachievers are:
1. Positive self value (self-esteem, confidence, optimism)
2. Openness to authority (responsive to expectations of parents and
teachers)
3. Positive interpersonal relations (responsive and sensitive to
feelings of others)
4. Less conflict on the issue of self-autonomy (feels freedom to make
right choices, initiates and leads activities)
5. Academic orientation (disciplined work habits, high motivation to
discover and learn, interest in study values and varied fields of
study)
6. Goal-Orientation (efficiency and energy in organizing, planning,
setting target, prioritizing long term goals over short-term
pleasures)
 7. Control over anxiety (well composed and relaxed in performing
organized tasks)

Underachievers

Individuals whose performances are below the measured IQ levels

are labelled 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. Under-
achievement becomes more pronounced with the beginning of
adolescent years in high school when class work becomes more
demanding.

As to types of underachievers, the withdrawn underachievers are

described as having a more pronounced tendency to be passive (their
overt behaviour being submissive and docile). They follow the path of
no-resistance, not reacting against given assignments and actually
following school regulations. Generally quiet, they tend not to
participate in class activities. Meanwhile, the aggressive
underachievers tend to be talkative, if not disruptive and rebellious.

Parental Involvement

There are many theories on underachievement, but generally the

influenced of parents appears to be the dominant influence on the
adolescent’s achievement level, more than peer group influence. A
summary of differences between parents of high achievers and
underachievers will help teacher educators understand the significance
of parental involvement in adolescent learning and involvement in
school activities.
Generally, parents of high achievers demonstrate:
1. Positive attitudes about learning, school, teachers, and
intellectual activities, such as by exposing their children to
stimulating books, word games, wholesome sports, travel etc.
2. Harmonious and supportive relationship, inclusive of open, free
and enjoyable interaction within the family;
3. Their own capabilities for success, conflict management,
independent choices with which children can identify;
4.
5. Encouragement and support for their children’s achievement
without under pressure;
6. Active involvement in school program and in parent-teacher-
community activities.

Meanwhile, parents of underachievers show little or none of the

above traits, while possibly showing:
1. Indifference and disinterestedness in academic and
extracurricular activities of their children;
2. Authoritarian, restrictive and rejecting attitudes or the opposite,
namely 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.

Possible adolescent behaviour during cognitive growth

Accompanying cognitive growth are possible behaviours 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, ideas, etc.
Feeling they are being watched like an actor on a stage, they keep
an imaginary audience making them anxious about what to wear,
how to behave, etc. One egocentric strain is one’s feeling
exaggeratedly self-important, leading to dangerous situations such
as entering into early boy-girl relationships, reckless escapades and
adventures.
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.

Developing Occupational Skills

Generally, the high school curriculum tends to focus on academic

cognitive learning, neglecting attention to occupational skills. In the
Philippines, there is evidence that high school graduates lack skills to
directly enter the labour sector. Generally, college education is viewed
as the path to occupations and careers in life. Unfortunately, even
college graduates are viewed to lack occupational skills needed for
employment in the present-day commercial and industrial sectors. The
possible mismatch between academic preparation and the professions
need to be examined. Schools which are diploma mills certainly do not
contribute to social progress.
 Today, experts believe that high schools can go more along the
area of developing occupational skills than they are currently 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 interest and potential skills. Theorist John
Holland had identified basic personality factors matched with attitude
and work preferences. These personality factors are as follows:
 Realistic – this personality type prefers practical task, often
requiring physical labor and motor coordination, and less of
interpersonal skills, e.g. in construction (carpenter, 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 (chemicals, scientists, technologists, etc.)
 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
need to those of other, e.g. in office jobs (clerks, manual workers,
etc.).
 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.)

It is understood that early enough, and adolescent may show

various personality factors making him capable of performing more than
a single task. Thus, we have cases of physicians entering into business
ventures, scientists enjoying artistic pursuits and the like.
 Adolescents can show abilities for gainful work, such as those who
work part-time or full-time in fast-food restaurants as kitchen help, in
retail stores as sales clerks, and in offices as messengers and utility
personnel. High school students who work can benefit by acquiring the
attitudes and abilities needed for gainful occupation. These are:

 Self-reliance (working without being stressed)

 Ability to manage money (not spend money on luxuries, much
less on alcohol or drugs)
 Social responsibility (cooperation and respect for others including
superiors)
 Mature work orientation (pride in the work done, quality work)
 Personal responsibility (independently competing tasks)
 Positive attitudes about work (it is not a burden, but a gainful
and wholesome activity that contributes to personality growth)

Extracurricular Activities

School activities outside the subjects for classroom study are

mechanism for further development of the adolescent student, allowing
the acquisition of new attitudes (such as discipline and motivation),
knowledge (such as of organization, sports, etc.) and skills (organizing,
planning, time-managing, athletics, etc.)
Extracurricular activities are an avenue for leadership, although
there is need to caution students on developing more time than necessary
to these tasks since their more important curricular or study work may
suffer. For example, joining a stage club may be so engrossing
especially to the artistically bent, such that studies may be neglected
causing lower academic achievement.