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Table of Contents | Abstract & Objectives | page 1 | page 2 | page 3
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page 11 | References | Websites | Test
Adolescence is marked by major changes in cognitive thinking. During adolescence,
teens move from concrete thinking to what psychologist Jean Piaget (1969) calls the period of formal operations. When functioning at the concrete level, teens cannot
transcend the immediate and are unable to deal with remote, future or hypothetical
problems. Through the repeated results of concrete experiences young teens begin to be
able to predict and anticipate future experiences. This is the beginning of the cognitive
process of formal operations. Formal operations functioning allows the individual to
"think about their own thinking," transfer information from one situation to another, deal
efficiently with the complex problems involved in reasoning, plan realistically for the
future and conceptualize abstract ideas. Not all teens or adults attain full formal
operational thought. In fact, more than one-third of college students and middle-aged
adults do not use formal operations when faced with the need to solve an unfamiliar
problem (Keating & Clark, 1980). Teens and adults will often revert to concrete thinking in stressful or crisis situations. As the young adolescent moves toward abstract reasoning, a new type of introspection
occurs. Daydreaming, increased self-interest and fantasy are common. This is frequently
manifested in young teens by spending hours examining every aspect of their appearance
in front of a mirror. Adolescents assume that others are as interested in their thoughts
and actions as they are. They view the world as a stage on which they are the principal
actors and the entire world their audience. They see themselves as unique and destined
for unusual fame and fortune. Psychologist David Elkind (1968) refers to this form of egocentrism as the "personal fable." This often, unrealistic view of themselves also can lead them to believe they are invincible and immune to the dangers that befall others.
This "not me" attitude may dispose the teen to participate in risky behaviors. By age 15
or 16, this type of egocentrism decreases. Young adolescents, at the beginning of this
cognitive shift, have unrealistic career plans with visions of an idealized future, i.e., as a
rock star or pro basketball player. By middle adolescence, they begin to have more
realistic career goals and begin to realize their limitations. For teens in disadvantaged
situations, this may lead to the beginning of feelings of hopelessness. Ideally, the late
adolescent will have realistic career goals, a sense of perspective, be able to problem
solve, consider all aspects of a situation and delay gratification. Previous: The Adolescent Growth Spurt
© 2002 American Nurses
Association
Cognitive Development
Next: Moral Development
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