Formal Operational Stage Of Cognitive Development

Piaget says that within the cognitive development, there are stages. During adolescence, people hit the point where they are ending the concrete operational stage and are beginning the final stage: the formal operational stage. This means they start solving problems more rationally with increased logic, thinking more abstractly, and begin to use deductive reasoning (meaning they think about one or more statements to reach their conclusion with logic). There is also the information processing perspective which says it is more of a gradual thing than a step by step approach. The teens show they are beginning to flow into the adolescent stage of their life with their inferred thoughts, actions and words throughout the whole movie.

I would like to place Lilo from the movie Lilo and Stitch, into the following theorists, Piaget and Kohlberg’s theory.

Two characters that I choose for this assignment are John Bender and Brian Johnson. In reference to Piaget’s stages of cognitive development, I categorized Bender and Brian in formal operational stage because of their age. Besides, both of them also shows characteristic of adolescent egocentrism. As for Bender, we can see that he had developed the sense of invulnerability because he had taken many physical risks and do not think about the negative consequences of his actions. Brian shows personal fable when he overestimate his own abilities, he believes that he can “handle” the subject, but when he failed, this personal fable had lead him to depression and had attempted suicide as a solution for his problem.

At early adolescence TEENAGERS will start to think in different ways. They will understand harder concepts and solve COMPLEX problems easier. They will also be able to blend different information from different sources. This means that they will be able to solve problems in their head without actually seeing them.

Stranger wariness: Infant no longer smiles at any friendly face but cries or looks frightened when an unfamiliar person moves too close.

The Piaget's stage theory of cognitive development is also known as the stage theory. It introduces that, in the expansion of our thinking, we act through an organized and certain sequence of steps. However, the theory focuses not only on compassionate how the children obtain knowledge, but likewise on the discernment of the substance of intelligence. According to the Piaget’s theory of cognitive development, there are two stages in the thinking pattern of a 3-year old preschooler and 9-year-old student. They are the preoperational stage for the 2 to 7 year old and the concrete operations stage for the 9 year old. The preoperational stage (three years old preschooler), this is where a new child can intellectually perform and signify to the objects and issues with the quarrel or the images, and they can act. The concrete operations (nine year old student), where a child is at the stage and deliver the ability to maintain, reserve their thinking, and analyze the objects in conditions of their many parts. However, they can also assume logically and understand comparison, but only about the concrete events.

a. At this stage of development, adolescents’ intellectual abilities have developed to include abstract thoughts and ideas. They have a higher level of cognitive function that can go beyond the concrete information to more complex concepts.

During this stage, the thought process becomes more rational, mature and 'adult like ', or more 'operational ', although this process most often continues well into the teenage years.

The leader will provide a cognitive behavior theory approach. The main tenant will examine the adolescent’s thoughts and behaviors. The development stage of adolescence is typically when individuals are challenged with making proper choices while being influenced by peer pressure and current

The pre-conventional stage is thought to be the typical stage of reasoning for children and adolescents, as they are more prone to this particular type of thinking, which is based upon a rewards and punishment rationale (Cacioppo & Freberg, 2013, p. 548).   Next, the conventional stage is thought to be the general stage most adolescent’s move into and stay throughout their lives.   This stage is when one sees that rules are part of a governing factor so the law is to be obeyed and reputations are essential to our professional and personal lives and shall be maintained (Cacioppo & Freberg, 2013, p. 548-549).   Last, the post-conventional stage is thought to only be the belief or reasoning of a few and is one who follows their own self-chosen ethical

By their high school years, children reach the fourth stage of cognitive development called the Formal Operational Stage. At this stage, Children are capable of five five cognitive processes: logic, abstract reasoning, hypothetical reasoning , extended thinking, projective thinking, metacognitive thinking, and reflective thinking. Although teens are capable of these five processes, they do not alway use all of them all of the time. In one case, when Vanessa discovers that her friends have created a website to taunt her, she is incapable of using hypothetical reasoning. In Vanessa’s eyes, there is only one solution, and that is to find out what she has done to upset her friends and correct the problem. Vanessa is unable to see

There are various cognitive aspects and socio-cultural aspects vital for shaping the adolescence journey to the adulthood. Hoffnung et al., (2016) explained that cognitive aspects include the development of formal operational thoughts which originates from early adolescence, more advanced in middle adolescence and late adolescence. Due to the immature frontal lobe of the brain, temporal lobe does the decision making and logical reactions in adolescence (Barkway, 2013). Hypothetical thinking develops and do not worry about the consequences and are more perspective takers. In the middle years, they start to think logically by identifying and rejecting the hypothesis and trying to find possible outcomes based on logic (Barkway, 2013). Abstract thinking develops in late adolescence,

Our cognitive processes, such as how we think, remember, decide and perceive, change over time. There is a substantial difference between adult and adolescent thinking. Adult thinking differs in three ways from adolescent thinking: Practical, cognitive flexibility and dialectical thinking. Adults have more flexibility in their thought patterns, understanding that there are multiple opinions on issues, and that there is more than one way to approach a problem (Stassen Berger, 2014). Furthermore, the difference between adolescent and young adult reasoning is particularly obvious when it involves reasoning requiring the conjunction of emotion and logic.

In the concrete operational stage between the ages of seven and twelve, children become capable of logical thought, they also start to be able to think abstractly. However they are best suited to visible or concrete objects and things they can see (Lee and Gupta). Once the child has reached the formal operations stage from twelve years onwards it becomes more practiced at abstract processing, carrying out problem solving systematically and methodically thus completing the cognitive development process.

William Perry who studied the intellectual and cognitive development of college students came upon nine positions on how young adults to adulthood process their thinking and reasoning. Perry’s Scheme of intellectual development has four levels and between each one there is a transition. He focused more on this transitions. The first one he calls “duality”, in which knowledge is received by the authority. In this stage the transition begins “full dualism”, here true authority are right. The second one is the “multiplicity” in which there can or can’t be more than one solution to the findings of knowing. The transition of this stage is “late multiplicity” when opinion are not sufficient (some problems are unsolved and need further thoughts). The next step is “relativism”, where students evaluate from right or wrong decisions. The transition from this stage is “pre-commitment” when students have to make a choice or committing to their solution. The last step is “commitment”, where the learner makes their first choice. In this last stage the learner transitions in to “challenges to commitment”, when the learner experience their commitment. Also, “post-commitment” here the learner will acknowledge their decision and value it, and respect others, so