Adolescent Psychology web ch3 notes

Adolescent Psychology web ch3 notes - AdolescentPsychology...

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Adolescent Psychology Chapter Three Review According to Piaget's cognitive-developmental approach, changes in cognitive development  proceed in stages that are organized into mental structures. The driving force behind  development through stages is maturation. The active construction of reality takes place  through the use of schemes. Assimilation, when new information is altered to fit an existing  scheme, and accommodation, which entails changing the scheme to adapt to new information  are the processes involved in schemes. They usually take place together in varying degrees.  In Piaget's theory, the first 2 years of life are the sensorimotor stage, which involves learning  how to coordinate the activities of the senses with motor activities. Ages 2 to 7, is the  preoperational stage, which involves the capability to represent the world symbolically. The  concrete operations stage goes from ages 7 to 11 during which children become more adept  at using mental operations.  Formal operations begin at about age 11 and end between 15 and 20 and allow adolescents  to reason about complex tasks and problems and think scientifically.  Adolescents in formal operations become able to solve logical puzzles and engage in  discussions about abstract ideas in ways they couldn't when they were younger.  Formal operational thinkers are more likely to see things in greater complexity and to perceive  multiple aspects of a situation or idea. The use of metaphor and sarcasm are two examples of  complex thinking.  Metacognition, the capacity to think about one's own thoughts, enables adolescents to learn  and solve problems more efficiently.  Piaget underestimated individual differences in the extent to which people use formal  operations and how much effort, energy, and knowledge it takes to use formal operations. In  many cultures formal operational thought does not develop, especially those without formal  schooling. There is widespread support for the idea that formal operations is a universal  human potential but the forms it takes in each culture derive from the kinds of cognitive  requirements in that culture.  Research indicates that in emerging adulthood cognitive development continues past formal  operations through postformal thinking. Two notable aspects of postformal thinking are 
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This note was uploaded on 12/17/2009 for the course PSY 214 taught by Professor Dr.judyleach during the Spring '07 term at St. Louis CC.

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Adolescent Psychology web ch3 notes - AdolescentPsychology...

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