CHAPTER 25: Cognitive Development of the High School Learners

ABSTRACTION
 Physical changes in in the transitional period of adolescence
 Changes in in thinking patterns
 Changes has marked by the acquisitions of new cognitive skills due to the brain’s
increasing in weight and refining and refining synaptic connections which join and
coordinate the two hemisphere of the brain
 Brain development
- process of continous process of the brain cells in the prefrontal cortex and related
temporal and pariental areas ( known as myclination)
- covers the brain systems whose executive fucntions realate to attention, verbal
fluency, language and planning
- (brain scanning) three peaks in brain maturation have been identified by
neorological scientists and these are at age 12, 15, and 18.5, coinciding with the
operational thinking processes of logical reasoning
- brain changes in cognitive capability, the adolescent begins to acquire spatial
awareness and formulte abstract or general ideas involving numbers, order, and
cause-effect
- changes propel the adolescent from the world of the universal (abstract ideas, such
as on the generally good, true and beautiful)

Piaget’s Formal Operational Thinker

Formal Operational Thinking
- demonstrates how the cognitive capacity of the adolescnt allows him/her to
go beyond the sensible and concrete to dwell on what is abstract, hypothetical,
multidimensional and possible. Adolescent begins to atain subtlety in thinking,
centering the sphere of possible and futuribles
Formal operational thinking consists in:
A. Proportional Thinking- making assertions outside visual evidence, and
stating what may be possible in things not seen by the eyes
Example: Whether an unseen object is red or green, big or small, flat or
round
B. Relativistic Thinking- subjectively making an opinion on facts- involving
one’s own bias, prejudice of distortion of facts- which may be either right or
wrong
Example: Arguing for or against the superiority of the races, whether white,
brown, yellow or black
C. Real Versus Possible- examining a situation and exploring the possible in
terms of situations or solutions
Example: Possible Success or implementing a student project or a school
policy

- Ability of the adolescent thinker for combination 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 experiment activity wherein high school students test
chemical elements singly and in combination resulting in an understanding of
chemical changes.
- Hypothetico- Deductive Reasoning- emerges in the adolescent reasoning from
the general facts/ situations to a particular conclusion.
- School pendulum experiment- example of deducing from variables and
generating and recognizing from a hypothesis
- Scientific evidence- while adolescent may obtain the capacity for formal
operational thinking, only experience and education will allow them to actually
practice it.
Actualizing formal operational thinking
- School math and science courses, such as performing Physics type problems
(balance scales, pendulums, projection of images and shadows, etc)
- 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 adolescententers into a new capability which makes him a
Problem-Solving Thinker.
- involves identifying problems and seeking new and creative soutions for them.
- who is able to rethink and recognize ideas and ask, important questions, even
defining totally new problems not previously seen. The adolescent may further
experience and increase in depth of thought.
- able to bring what is logicaly “best” for everyday life, whether or not this may be
the objectively correct solution or response to a situation or problem.
Siegler’s Information-Processing Skills
- As in information- procesing theories, Robert Siegler views the influence of the
environment on thinking.
- sees cognitive growth, not as stages of devvelopment, but more of a sequential
acquisition of specific knowledge and strategies for problem solving
- observes the quality of information the adolescent processes, those information
influences him/her in his facing tasks at hand through strategies or rules
- use rule models in relation with balance, weight, distance, conflict- distance,
conflict balance problems.
- examine the correct and wrong answers to each of the problems, drawing out the
rule models in thinking and knowing.
Adolescent may show:
- Speed in information processing, coupled with greater awareness and control and
acquired knowledge base- a more efficient kind of thinking compare with that of a
child
- Complexity- by way of considering longer term implications and possibilities
beyong the here and now
- Increased Volume of information Processing, coupled with longer memory span
Metacognition- ability to think above thinking, evidence by awareness of and capacity
to identify ones own thinking processes or strategies perception, comprehension and
memory and problem solving.
- Knowledge acquired through experience is stored in long term momery
and becomes more declarative (“I know that”), and procedural (“I know
how”)
 - Learner becomes aware of his/her poor memory, such that the
adolescent may be prodded to muster, cognitive capacity to
supplement poor memory by employing a memory aid, may also spend
time with and attention to a material to be learned, demonstrating higher
thinking skils.
- 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 to a near-expert
- Information is processed more rapidly, while showing increased levels
of memory performance.

Overachievers:
Achievements and IQ tests are standard measurements of learner’s abilities,as
well as potentials for success in given areas. 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. IQ tests are a beneficial instrument in
identifying learning deficiences in learners.
Gifted- Students who get IQ scores that place them in the top 3 and 5 percent on
the bell curve. Overachievers serve as a reminder that the IQ test is not the only
determinant in school achievement.
Other factors to overachievers- motivation, interest, work habits and personally
development, beyond what are statistically shown by achievement in curricullar subject.
Demonstrate superior work habbits, greater interest in erformance consciousness, how
more responsibility, conciousness and planning compared with “normal”achievers.
Characteristics of Overachievers:
1. Positive self value (self-steem, confidence, optimism)
2. Openness to authority (response 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 feedom to make right choices,
initates and leads activities)
5. Academic orientation (disciplined work habits, high motivation to disciver 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
Individual whose performance are below the measured IQ levels are labeled
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. Underachievement becomes more pronounced with the
beginning of adolescent years in high school when class work becomes more
demanding.
Types of underachievers:
Withdrawn underachievers-are described as having a more pronounced tendency to
be passive (their overt behavior being submissive and docile).They follow the path of no-
resistance, not reacting against given assignments and actually following school
regulation. Generally quiet, they tend not to participate in class activities.
Aggressive underachievers-tend to be talkative, if not disruptive and rebellious.
Parental involvement
There are many theories on underachievement, but generally the influence of
parents appears to be 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 the teacher educators understand the significance of
parental involvement in adolescent’s 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. Hamonius and supportive relationship, inclusive of open, free and enjoyable
interaction within the family;
3. Their own capabilities for success, conflict management, independent choice
with which children can identify;
4. Encourage and support for children’s achievement without undue pressure;
5. Active involvement in the school program and in parent-teacher community
activities.
Meanwhile, parents of underachievers show little or none of the above traits,
while possibly showing:
1. Indefference and disinterestedness in academic and extracurricular activities
of their children;
2. Authoriarian, 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 behavior during cognitive growth
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 the 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 relationship, reckless
escapades and adventures.
2. Idealism- The adolescent open thought on the possible, an avenue to possibly
imagining what is far-fetched and less ideal to situations at home, school, and in the
society. Imagining the world of impossible (as 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 labor 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 examine. 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 interests and potential skills.
Theorist John Holland has identified basic personality factors matched with attitude and
work preferences. These personality factors are as follows:
 Realistic- This personality type prefers practical tasks often requiring
physical labor and motor coordination, and less of interpersonal skills,
e.g. in construction (carpenters, driver, 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 (chemist, scientist, technologist, etc.)
 Social- They are social and tend to engage in interpersonal situations
and social interactions, e.g. it the social sciences (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.)
 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, an 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 venture, 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 sale 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 memory-(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 mechanisms for
further development of the adolescent student, allowing the acquisitions 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 devoting more time than necessary to their 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 students may be neglected
causing lower academic achievement.