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Cognitive Development of The: High School Learners

This document summarizes cognitive development in high school learners. It discusses Jean Piaget's theory of formal operational thinking emerging in adolescence, allowing for abstract and hypothetical thought. Brain development peaks at ages 12, 15, and 18. Metacognition and information processing skills increase. Overachievers tend to be goal-oriented with positive self-value, while underachievers withdraw or act out. Parental involvement influences achievement levels. Extracurricular activities aid development of work skills and attitudes.

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Merry Mae Villaber
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759 views20 pages

Cognitive Development of The: High School Learners

This document summarizes cognitive development in high school learners. It discusses Jean Piaget's theory of formal operational thinking emerging in adolescence, allowing for abstract and hypothetical thought. Brain development peaks at ages 12, 15, and 18. Metacognition and information processing skills increase. Overachievers tend to be goal-oriented with positive self-value, while underachievers withdraw or act out. Parental involvement influences achievement levels. Extracurricular activities aid development of work skills and attitudes.

Uploaded by

Merry Mae Villaber
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MODULE 25

Cognitive Development of the


High School Learners

Prepared by::
Merry Mae E. Villaber
BSEDE 2B
1st Sem.S.Y.: 2021-2022
“Adolescence is that time when I think it ca be…”
-Anonymous

2
COGNITIVE
DEVELOPMENT
Jean Piaget’s
theory has
 It is the emergence of the ability to
become one of think, reason and understand.
the most
influential And it is said that “Adolescence
marks the beginning development of
theories of more complex thinking processes
called formal logical operations”.
cognitive
development
ADD A FOOTER 3
BRAIN DEVELOPMENT

1. These changes are marked by the


acquisition of new cognitive skills due to the
brain’s increasing in weight and refining
synaptic connections (corpus collosum)

2. Process of continuous concentration


of brain cell in prefrontal cortex and
temporal and parietal areas
(myelination)
4
BRAIN DEVELOPMENT
3. Three peaks in brain
maturation have been identified
by neurologist scientist and these
are at age 12, 15 and 18

4. The adolescent begins acquire


spatial awareness and
formulate abstract or general
ideas involving numbers, order
and cause-effect.
5
PIAGET’S FORMAL OPERATIONAL THINKER

Piaget formulated this theory which


demonstrates how the cognitive
capacity of the adolescent allows
him/her to go beyond the sensible
and concrete to dwell on what is
abstract, hypothetical,
multidimensional and possible

6
Making assertions outside visual
PROPOSITIONAL THINKING evidence, and stating what may be
possible in thing not seen by the eyes.

Subjectively making an opinion on


facts, involving one’s bias, prejudice of
RELATIVISTIC THINKING
distortion of facts which may ne either
right or wrong.

Examining a situation and exploring


REAL VERSUS POSSIBLE the possible in terms of situations or
solutions.
7
SIEGLER’S INFORMATION -PROCESSING SKILLS

In his experiment he used rule model,


thereupon, adolescents may show:

 SPEED
COMPLEXITY
Robert Siegler views the
INCREASED VOLUME
influence of the
environment on
thinking.

8
METACOGNITION
INFORMATION -PROCESSING
This involves the ability to think TRENDS
above thinking, evidenced by
awareness of and capacity to
The knowledge acquired
identify one’s own thinking
through experiences is
processes, comprehension, stored in long term memory
memory and problem and became declarative and
procedural

Learners become more


aware of poor memory

The ability to acquire an


increased amount of
knowledge and skills.
OVERACHIEVERS
• Achievement and IQ test are
Overachievers are individuals use to measure learners
Overachievers are individuals abilities
who “perform better or exceed
who “perform better or exceed
more than anything”. The implicit
more than anything”. The implicit
presumption is that the
presumption is that the •Those who fall to the top 3
overachiever is achieving superior and 5 percent are recognize as
overachiever is achieving superior
results through excessive efforts
results through excessive efforts gifted.

•The latter are overachievers


who has a very high grade

10
CHARACTERISTICS OF OVERACHIVERS

1. Positive self value


2. Openness to authority
3. Less conflict on the issue of self-autonomy
4. Academic orientation
5. Goal-orientation
6. Control over anxety

11
UNDERACHIEVERS

TWO TYPES OF UNDERACHIEVER

Individual whose performance


falls below the measured IQ
levels.
It is a person and especially a 1. Withdrawn- described as
student who fails to achieve having a more pronounced
his/her potential or does not do tendency to be passive
as well as expected.
2. Aggressive- tend to be
talkative, if not disruptive
and rebellious 12
PARENTAL INVOLVEMENT

The influence of parents


appears to be the dominant Parent’s of high achievers demonstrate:
influence on the adolescent’s
achievement level, more than 1. Positive in all aspects
peer group influence. 2. Harmonious and supportive relationships
3. Own capabilities for success, conflict management,
independent choice with which children can
identify.
4. Encouragement and support for their children’s
achievement without undue pressure.
5. Active involvement in school.
13
PARENTAL INVOLVEMENT

Parent’s of underachievers demonstrate:

1. Indifference and disinterestedness in academic and


extracurricular activities.

2. Authoritarian, restrictive and rejecting attitudes or


being excessively lax.

3. Excessive indulgence, solicitousness and protectiveness.


14
POSSIBLE ADOLESCENT BEHAVIOR
DURING COGNITIVE GROWTH

1. Egocentrism – the tendency among adolescents to think


to much of themselves.
a. Imaginary audience – admires that exist only in
teenager’s imagination.
b. Personal fable – a teenager’s exaggerated sense of
their own uniqueness.

2. Idealism- adolescent opens thought on the possible.

15
DEVELOPING OCCUPATIONAL SKILLS

Theorist John Holland has identified basic personality factors matched with attitude and
work preferences. These personality factors are:

• Realistic- prefers practical tasks, often requiring physical labor and motor coordination and
less of interpersonal skills.
example: in construction (carpenters, drivers etc.)

• Investigative- think rather than act, being interested in tasks that use conceptual skills.
example: in the field of sciences and technology (chemists, scientists, technologists
etc.)
16
DEVELOPING OCCUPATIONAL SKILLS

• Social- tend to engage in interpersonal situations and social interaction


example: in the social sciences (social workers, physicians, broadcasters, etc.)
• Conventional- prefer structured tasks.
example: in office jobs (clerks, manual workers, etc.)
• Enterprising- skilled and constructive in thoughts and actions and capable of leading others.
example: in business industries (sales, enterprises, etc.)
• Artistic- prefer unstructured tasks and show ability for self-expression.
example: in the arts (artists, musicians, performers, etc.)
17
ATTITUDES AND ABILITIES NEEDED FOR GAINFUL
OCCUPATION

Self-reliance
Ability to manage money
Social responsibility
Mature work orientation
Personal responsibility
Positive attitudes about work

18
EXTRACURRICULAR ACTIVITIES

School activities outside the subject are mechanism for further


development of the adolescent student, allowing them to acquire new
attitudes, knowledge, and skills.

Extracurricular activities are an avenue for leadership.

19
THANK YOU!

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