1. Copyright © Allyn & Bacon 2008 Infants, Children, and Adolescents Laura E. Berk 6th edition Chapter 15 Cognitive Development in Adolescence This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part of any images; Any rental, lease, or lending of the program.

2. Copyright © Allyn & Bacon 2008 Piaget’s Theory: Formal Operational Stage Hypothetico-deductive reasoning Deducing hypotheses from a general theory Pendulum problem

3. Copyright © Allyn & Bacon 2008 Propositional Thought Evaluating the logic of verbal propositions Children can evaluate the logic of statements only by considering them against concrete evidence in the real world

4. Copyright © Allyn & Bacon 2008 Follow-up Research on Formal Operational Thought School-age children start developing hypothetico-deductive thinking skills –Simplified hypotheses –Problems with logical necessity of propositional thinking Formal operations may not be universal –Training, context contribute

5. Copyright © Allyn & Bacon 2008 Information-Processing Improvements in Adolescence AttentionInhibition Memory strategies KnowledgeMetacognition Cognitive self-regulation Speed of thinking and processing capacity

6. Copyright © Allyn & Bacon 2008 Hypothetical Thinking Task

7. Copyright © Allyn & Bacon 2008 Scientific Reasoning Coordinating Theory with Evidence Improves with Age –From childhood through adulthood –Individuals vary Contributing factors –Complex problems –Metacognitive understanding –Open-mindedness

8. Copyright © Allyn & Bacon 2008 Consequences of Adolescent Cognitive Changes Self-Consciousness & Self-Focusing –Imaginary audience –Sensitivity to criticism –Personal fable Idealism and Criticism Planning and Decision Making –Rely on intuitive judgments –Overwhelming options –Far more likely than adults to choose short-term over long-term goals

9. Copyright © Allyn & Bacon 2008 Sex Differences in Mental Abilities Sex differences in intellectual performance is a highly controversial topic. Although boys and girls do not differ in general intelligence, they do vary in specific mental abilities.

10. Copyright © Allyn & Bacon 2008 Verbal Abilities Girls score higher on tests of verbal ability. Girls’ advantage in reading and writing achievement increases over adolescence. Girls benefit from a biological advantage and more maternal verbal stimulation. Differences in literacy skills are a contributing factor to the declining number of males enrolling in college, down to 42% of overall enrollment.

11. Copyright © Allyn & Bacon 2008 Mathematical Abilities Boys start to outperform girls around early adolescence, when math concepts become more abstract and less spatial. The gap is small, and has diminished over 30 years. Heredity, social pressures, and parental attitudes are contributing factors. Steps should be taken to increase girls’ interest and confidence in their ability to do math. Successful female role models are also necessary.

12. Copyright © Allyn & Bacon 2008 Spatial Tasks

13. Copyright © Allyn & Bacon 2008 Language Development in Adolescence Vocabulary –Add abstract wordsGrammar –Master irony and sarcasm –Grasp figurative language, proverbs –Use more elaborate constructions Pragmatics improve –Involved in more situations –Slang –“Cyber slang”

14. Copyright © Allyn & Bacon 2008 School Transitions in Adolescence Grades decline with each transition –Higher standards –Less supportive teaching-learning environment Lower self-esteem –Girls more than boys

15. Copyright © Allyn & Bacon 2008 Increase in Truancy and Out-of-School Problem Behaviors Across the Transition to High School

16. Copyright © Allyn & Bacon 2008 Helping Adolescents Adjust to School Transitions Parental Involvement Fewer transitions Homeroom teacher relationships Classes with familiar peers Minimize competition, treatment by ability at school

17. Copyright © Allyn & Bacon 2008 Supporting High Achievement During Adolescence Authoritative parenting Parent-school partnerships Peer support –Ethnicity may affect Schools –Warm teacher support and high-quality instruction high-quality instruction –Flexible tracking, low test pressure

18. Copyright © Allyn & Bacon 2008 High-Stakes Testing The U.S. No Child Left Behind Act Proponents believe high-stakes testing will improve education Instead, accumulating evidence shows that high- stakes testing often undermines education –One-size-fits-all approach –Teaching to the test –Promotes fear –Minority youths living in poverty are most likely to fail the tests, with dire consequences

19. Copyright © Allyn & Bacon 2008 High School Graduation Rates

20. Copyright © Allyn & Bacon 2008 Ethnicity and Dropout Rates

21. Copyright © Allyn & Bacon 2008 Dropout Prevention Strategies Remedial instruction and personalized counseling High-quality vocational training Address factors in students’ lives outside school Extracurricular activities

22. Copyright © Allyn & Bacon 2008 Phases of Vocational Development 1. Fantasy Period Early & middle childhood Early & middle childhood Fantasize about careers Fantasize about careers 2. Tentative Period Ages 11 to 16 Ages 11 to 16 Evaluate interests, abilities, and values Evaluate interests, abilities, and values 3. Realistic Period Late adolescence to adulthood Late adolescence to adulthood Explore careers & crystallize category Explore careers & crystallize category

23. Copyright © Allyn & Bacon 2008 Factors Influencing Vocational Choice Personality Family influences Teachers Gender stereotypes Access to vocational information

24. Copyright © Allyn & Bacon 2008 Holland’s Personality Types InvestigativeSocialRealisticArtisticConventionalEnterprising

25. Copyright © Allyn & Bacon 2008 Vocational Preparation of Non College-Bound 20% U.S., 15% Canadian high school graduates do not continue. Many have limited job options. Often poorly prepared, lack vocational training. –Low-level high-school jobs Europe has model vocational training.