COGNITIVE

DEVELOPMENT OF
THE HIGH SCHOOL
LEARNERS
Prepared by: Margie P. Tulipas-Iquina
Objectives:
◦To describe the theories of cognitive thinking
and relate these to the phases of teaching and
learning
◦Identify the avenues for the adolescent
learner’s acquiring metacognition, elevating
thinking ability base
◦Define overachievement and
underachievement and propose possible
solutions to underachievement
◦Explain the outcomes of the adolescent’s new
thinking skills
Abstraction: (changes in thinking
patterns)
◦Acquisition of new cognitive skills due to
brain’s increasing weight and refining
synaptic connections (known as the corpus
collosum)
Abstraction: (changes in thinking
patterns)
◦Concentration of the brain cells in the
prefrontal cortex and related temporal and
parietal areas (known as the myelination)
◦This second development covers the
functions related to attention, verbal fluency,
language and planning.
150 miles (241 kilometers) per
hour
Abstraction: Adolescent’s
Brain Changes
◦Spatial awareness
◦Formulate abstract
◦General Ideas (numbers, order,
cause-effect)
Piaget’s Formal Operational
Thinker
◦The adolescent begins to attain subtlety in
thinking, entering the sphere of possible and
future events.
Piaget’s Formal Operational Thinker
a. Propositional thinking- making assertion
outside visual evidence
Propositional Thinking
◦ “either the poker chip in
hand is green or
it is not green”
◦ The poker chip in my
hand is green and is not
green”
Piaget’s Formal Operational Thinker
b. Relativistic thinking- making an opinion of
facts, involving one’s own bias, prejudice of
distortion of facts. There is no objective
absolute standard of truth.
Piaget’s Formal Operational Thinker
c. Real versus possible- examining a situation
exploring the possible in terms of situations
Ex. Possible success in implementing a
student project or a school policy
Piaget’s Formal Operational Thinker
d. Hypothetico-deductive reasoning- emerges
in the adolescent reasoning from general facts
to a particular conclusion
Siegler’s Information-Processing Skills
◦Adolescents may show (a) speed in
information processing, (b)complexity, (c)
increased volume of information
processing
Metacognition
◦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.
Overachievers Characteristics
◦Positive self value
◦Openness to authority
◦Positive interpersonal relations
◦Less conflict in the issue of self-autonomy
◦Academic orientation
Overachievers Characteristics
◦Goal-orientation
◦Control over anxiety
Underachievers
Types:
a. Withdrawn underachievers- having more
pronounced tendency to be passive
b. Aggressive underachievers-talkative, if not
disruptive and rebellious.
Parental Involvement
Parents of high achievers demonstrate:
◦Positive attitudes
◦Harmonious and supportive relationship
◦Capabilities of success, manages conflict
◦Encouragement and support for children’s
achievement
◦Active involvement in school program
Parental Involvement
Parents of underachievers demonstrate:
◦Indifference and disinterestedness
◦Authoritarian, restrictive, rejecting attitudes
◦Excessive indulgence
Possible Adolescent Behavior during
Cognitive Growth
1. Egocentrism- thinking too much of
themselves
Possible Adolescent Behavior during
Cognitive Growth
2. Idealism-imagining the world of the
impossible
Developing Occupational Skills
◦John Holland’s identified personality factors
matched with attitude and work preferences.
a. Realistic- practical tasks, requires physical
labor and motor coordination
b. Investigative- prefer to think rather than act,
interested in tasks that use conceptual skills
c. Conventional- prefer structures tasks and
can subject their needs to those of others
d. Enterprising- skilled and constructive in
thoughts and actions
e. Artistic- prefer unstructured tasks and may
show ability for self-expression
Attitudes and Abilities Needed for Gainful
Occupation of High School Students
◦Self reliance
◦Ability to manage money
◦Social responsibility
◦Mature work orientation
◦Personal responsibility
◦Positive attitudes about work
Extracurricular Activities
◦It allows further development of the
adolescent student, allowing the acquisition
of new attitudes (discipline and motivation),
knowledge (organization, sports) and skills
◦ ( planning, time-managing, athletics)
References:
◦ Child and Adolescent Development by Brenda B. Corpuz, Ph.D., et.al
◦ https://neuroscientificallychallenged.com/posts/know-your-brain-corpus-callos
um
◦ https://www.resilientworker.net/what-does-it-mean-to-be-an-overachiever/
◦ https://commons.wikimedia.org/wiki/File:Saltatory_Conduction.gif