GROUP 1- Written Report

7-04-16

COGNITIVE DEVELOPMENT DURING ADOLESCENCE

What is cognitive development?
Cognitive development refers to the development of the ability to think and
reason. Children (6 to 12 years old) develop the ability to think in concrete ways
(concrete operations), such as how to combine (addition), separate (subtract or divide),
order (alphabetize and sort), and transform (change things such as 5 pennies=1 nickel)
objects and actions. They are called concrete because they are performed in the
presence of the objects and events being thought about.
Adolescence marks the beginning development of more complex thinking
processes (also called formal logical operations) including abstract thinking (thinking
about possibilities), the ability to reason from known principles (form own new ideas or
questions), the ability to consider many points of view according to varying criteria
(compare or debate ideas or opinions), and the ability to think about the process of
thinking.
What cognitive developmental changes occur during adolescence?
During adolescence (between 12 and 18 years of age), the developing teenager
acquires the ability to think systematically about all logical relationships within a
problem. The transition from concrete thinking to formal logical operations occurs over
time. Each adolescent progresses at varying rates in developing his or her ability to
think in more complex ways. Each adolescent develops his or her own view of the
world. Some adolescents may be able to apply logical operations to school work long
before they are able to apply them to personal dilemmas. When emotional issues arise,
they often interfere with an adolescent's ability to think in more complex ways. The
ability to consider possibilities, as well as facts, may influence decision-making, in either
positive or negative ways.
Some common indicators indicating a progression from more simple to more
complex cognitive development include the following:

Early adolescence. During early adolescence, the use of more complex thinking is
focused on personal decision making in school and home environments, including the
following:
o

The early adolescent begins to demonstrate use of formal logical operations

in schoolwork.

The early adolescent begins to question authority and society standards.

The early adolescent begins to form and verbalize his or her own thoughts
and views on a variety of topics, usually more related to his or her own life, such
as:

Which sports are better to play

Which groups are better to be included in

What personal appearances are desirable or attractive

What parental rules should be changed

Middle adolescence. With some experience in using more complex thinking

processes, the focus of middle adolescence often expands to include more
philosophical and futuristic concerns, including the following:
o

The middle adolescent often questions more extensively.

The middle adolescent often analyzes more extensively.

The middle adolescent thinks about and begins to form his or her own code of
ethics (for example, What do I think is right?).

The middle adolescent thinks about different possibilities and begins to

develop own identity (for example, Who am I?).

The middle adolescent thinks about and begins to systematically consider

possible future goals (for example, What do I want?).

The middle adolescent thinks about and begins to make his or her own plans.

The middle adolescent begins to think long-term.

The middle adolescent's use of systematic thinking begins to influence

relationships with others.

Late adolescence. During late adolescence, complex thinking processes are used to
focus on less self-centered concepts as well as personal decision-making, including the
following:
o

The late adolescent has increased thoughts about more global concepts such
as justice, history, politics, and patriotism.

The late adolescent often develops idealistic views on specific topics or

concerns.

The late adolescent may debate and develop intolerance of opposing views.

The late adolescent begins to focus thinking on making career decisions.

The late adolescent begins to focus thinking on emerging role in adult society.

Tagalog Version
Mga Pagbabagong Kognitibo na Nagaganap sa Nagdadalaga/Nagbibinata
Unang Yugto ng Pagdadalaga/Pagbibinata- Sa yugtong ito, ang pag-iisip ng tao ay
nakapokus lamang sa kanyang personal na pagpapasya sa paaralan o sa kanilang
tahanan tulad na lamang ng mga nasa ibaba:
o Ang nagbibinata/nagdadalaga ay nagkakaroon na ng kakayahang gumamit ng
lohikal at pormal na pamamaraan sa gawaing pampaaralan
o Ang nagbibinata/nagdalaga ay nagsisimula ng magtanong ng may kabuluhan
tungkol sa pamayanang kanyang kinabibilangan
o Ang nagdadalaganagbibinata ay nagsisimula ng isabuhay at sabihin and kanyang
ideya sa ibat ibang topic na madalas ay may kaugnayan sa kanyang buhay tulad
ng

Anong laro ang mas magandang laruin

Aling grupo mas magandang sumali?

Anong pisikal na katangian ang kaakit-akit

Aling pamantayan ang dapat baguhin

Ikalawang yugto ng Pagdadalaga/pagbibinata- Sa pagkakaroon ng kasanayan sa

paggamit ng kanilang komplikadong pagiisip, ang yugtong ito ay nakapokus sa
pagpapapalawak ng kanilang isipan lalo na sa pilosopikong aspeto at sa kanilang
hinaharap, tulad na lamang ng mga sumusunod:
o Ang nagdadalaga/nagbibinata ay nagkakaroon ng mas malawak na saklaw ng
pagtatanong.

o Ang nagdadalaga/nagbibinata ay nakakapagpasuri ng mas maayos at mas

malawak
o Ang nagdadalaga/nagbibinata ay nakakapag-isip na at nakakalikha ng sariling
pamantayan sa kanilang buhay ( kung ano ang tingin niya ay tama o mali)
o Ang nagdadalaga/nagbibinata ay nakakapag-isip na ng mga posibilidad at
nakakalika na ng sarili nilang pagkakakilanlan
o Ang nagdadalaga/nagbibinata ay nagsisimula ng isaalang-alang ang mga layunin
niya para sa hinaharap
o Ang nagdadalaga/nagbibinata ay nagsisimula ng gumawa ng kanya kanyang
plano sa buhay
o Ang paggamit ng sistematikong pag-iisip ng nagdadalaga/nagbibinata ay
nakakaimpluwensya sa relasyon ng ibang tao
Huling yugto ng pagdadalaga/pagbibinata- Sa yugtong ito, ang pagiisip ng
nagadalaga/nagbibinata ay hindi na masyadong ginagamit sa pansariling kapakanan
lamang at nakapokus na rin sa kanyang maayos na pagpapasya tulad na lamang ng
mga sumusunod
o Ang nagdadalaga/nagbibinata ay mas nagkakaroon na ng saloobin tungkol sa
konseptong global tulad ng katarungan, kasaysayan, politika at
pagkamakabayan
o Ang nagdadalaga/nagbibinata ay nagsisimula ng makipagdebate laban sa
tumututol sa kanyang pananaw
o Ang nagdadalaga/nagbibinata ay nakapokus na sa pagiisip ng pagpapasya ukol
sa kung ano ang gusto niya sa hinaharap
o Ang nagdadalaga/nagbibinata ay nakapokus na sa pag-iisip sa kung ano ang
kanilang papel niya sa lipunang binubuo ng tinatawag nating mga adulto.