Part VI of my copy paste from my ppt on 'Life Skills-Understanding Adolescence!!'

Hai all...Part VI of my copy-paste from my ppt on "Life skills-Understanding Adolescence"...before reading this read the previous posts please...

Two types of adolescents – 1. formal operational adolescents 2. concrete operational adolescents-’pendulum problem’

Formal operational adolescents-abstract and scientific thinking starts at 11-operate on operations-no concrete things and events required as objects of thought-come up with new, more general logical rules through internal reflection-experiment systematically

Concrete operational adolescents-operate on reality-experiment unsystematically-work on predictions-can not think alternatives-fail to solve problems.

Adolescence-good attention, more focus, better adaptation to changing demands and tasks, effective strategies, improved storage, representation and retrieval, more knowledge, expanded meta cognition (awareness of thought)

New insights into acquiring info and solving problems.

High cognitive self regulation…better moment by moment monitoring, evaluation and redirection of thinking, high processing capacity (high working memory, more info), highly efficient abstract representations.

Researchers say that ‘metacognition is central to the development of abstract thought’.

Adolescents are good at scientific reasoning i.e coordinating theory with evidence

The ability to distinguish theory from evidence and to use logical rules to examine their relationship in complex, multivariable situations improves from childhood into adolescence and adult hood.

Greater processing capacity, permitting a theory and the effects of several variables to be compared at once are the factors that support adolescents’ skill at coordinating theory with evidence.

Metacognition- i.e thinking about thought is also important.

They must be able to represent the “theory” as an “object of thought” rather than as a mirror image of reality

They must also set aside their own ‘theoretical preference’ and consider what the evidence says as their sole basis for judgment.

Scientific reasoning skill increases with years of schooling.

Though adolescents and adults are much better at scientific reasoning than children, they continue to show a self-serving bias in their thinking.

They apply logic more effectively to ideas they doubt than to those they favour.

Scientific reasoning requires metacognition to be objective rather than self-serving.

Adolescents develop formal operational thinking in a similar, step-by-step fashion on different type of tasks. In each type of task, adolescents mastered component skills in sequential order by expanding their metacognitive awareness.

Scientific reasoning does not result from an abrupt, stage wise change, as Piaget believed.

Instead, it develops gradually out of many specific experiences that require children and adolescents to match theories against evidence and reflect on and evaluate their thinking

stop...stop...stop!!

more later...

peacefully yours...rams....