{"id":334,"date":"2014-09-28T02:36:25","date_gmt":"2014-09-28T02:36:25","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lifespandevelopment1x1\/?post_type=chapter&p=334"},"modified":"2016-03-16T18:01:11","modified_gmt":"2016-03-16T18:01:11","slug":"cognitive-development-4","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment2\/chapter\/cognitive-development-4\/","title":{"raw":"Cognitive Development","rendered":"Cognitive Development"},"content":{"raw":"

Beyond Formal Operational Thought:\u00a0Post-formal Thought<\/h2>\r\nIn our last lesson, we discussed formal operational thought.\u00a0The hallmark of this type of thinking is the ability to think abstractly or to consider possibilities and ideas about circumstances never directly experienced.\u00a0Thinking abstractly is only one characteristic of adult thought, however.\u00a0If you compare a 15 year old with someone in their late 30s, you would probably find that the later considers not only what is possible, but also what is likely. Why the change?\u00a0The adult has gained experience and understands why possibilities do not always become realities.\u00a0This difference in adult and adolescent thought can spark arguments between the generations.\u00a0Here is an example.\u00a0A student in her late 30s relayed such an argument she was having with her 14 year old son.\u00a0The son had saved a considerable amount of money and wanted to buy an old car and store it in the garage until he was old enough to drive.\u00a0He could sit in it; pretend he was driving, clean it up, and show it to his friends.\u00a0It sounded like a perfect opportunity.\u00a0The mother, however, had practical objections.\u00a0The car could just sit for several years without deteriorating.\u00a0The son would certainly change his mind about the type of car he wanted before he was old enough to drive and they would be stuck with a car that would not run.\u00a0Having a car nearby would be too much temptation and the son might decide to sneak it out for a quick run around the block, etc.\r\n\r\nPostformal thought is practical, realistic and more individualistic. As a person approaches the late 30s, chances are they make decisions out of necessity or because of prior experience and are less influenced by what others think.\u00a0Of course, this is particularly true in individualistic cultures such as the United States.\r\n

Dialectical Thought<\/h2>\r\nIn addition to moving toward more practical considerations, thinking in early adulthood may also become more flexible and balanced.\u00a0Abstract ideas that the adolescent believes in firmly may become standards by which the adult evaluates reality.\u00a0Adolescents tend to think in\u00a0dichotomies; ideas are true or false; good or bad; right or wrong and there is no middle ground.\u00a0However, with experience, the adult comes to recognize that there is some right and some wrong in each position, some good or some bad in a policy or approach, some truth and some falsity in a particular idea.\u00a0This ability to bring together salient aspects of two opposing viewpoints or positions is referred to as\u00a0dialectical\u00a0thought\u00a0and is considered one of the most advanced aspects of postformal thinking (Basseches, 1984).\u00a0Such thinking is more realistic because very few positions, ideas, situations, or people are completely right or wrong.\u00a0So, for example, parents who were considered angels or devils by the adolescent eventually become just people with strengths and weaknesses, endearing qualities and faults to the adult.\r\n

Educational Concerns<\/h2>\r\n\"AIn 2005, 37 percent of people in the United States between 18 and 24 had some college or an associate degree; about 30 percent of people between 25 and 34 had completed an education at the bachelor's level or higher (U. S. Bureau of the Census, 2005).\u00a0Of current concern is the relationship between higher education and the workplace.\u00a0Bok (2005), American educator and Harvard University President, calls for a closer alignment between the goals of educators and the demands of the economy.\u00a0Companies outsource much of their work, not only to save costs, but to find workers with the skills they need.\u00a0What is required to do well in today's economy?\u00a0Colleges and universities, he argues, need to promote global awareness, critical thinking skills, the ability to communicate, moral reasoning, and responsibility in their students (Bok, 2006).\u00a0Regional accrediting agencies and state organizations provide similar guidelines for educators.\u00a0Workers need skills in listening, reading, writing, speaking, global awareness, critical thinking, civility, and computer literacy-all skills that enhance success in the workplace.\u00a0The U. S. Secretary of Education, Margaret Spellings challenges colleges and universities to demonstrate their effectiveness in providing these skills to students and to work toward increasing America's competitiveness in the global economy (U. S. Department of Education, 2006).\r\n\r\nA quality education is more than a credential.\u00a0Being able to communicate and work well with others is crucial for success.\u00a0There is some evidence to suggest that most workers who lose their jobs do so because of an inability to work with others, not because they do not know how to do their jobs (Cascio, in Berger 2005).\u00a0Writing, reading, being able to work with a diverse work team, and having the social skills required to be successful in a career and in society are qualities that go beyond merely earning a credential to compete for a job.\u00a0Employers must select employees who are not only degreed, but who will be successful in the work environment.\u00a0Hopefully, students gain these skills as they pursue their degrees. Listen to this story about the lack of rigor in higher education and the problems students face as a result:\u00a0A Lack Of Rigor Leaves Students 'Adrift' In College<\/a>.\r\n\r\n ","rendered":"

Beyond Formal Operational Thought:\u00a0Post-formal Thought<\/h2>\n

In our last lesson, we discussed formal operational thought.\u00a0The hallmark of this type of thinking is the ability to think abstractly or to consider possibilities and ideas about circumstances never directly experienced.\u00a0Thinking abstractly is only one characteristic of adult thought, however.\u00a0If you compare a 15 year old with someone in their late 30s, you would probably find that the later considers not only what is possible, but also what is likely. Why the change?\u00a0The adult has gained experience and understands why possibilities do not always become realities.\u00a0This difference in adult and adolescent thought can spark arguments between the generations.\u00a0Here is an example.\u00a0A student in her late 30s relayed such an argument she was having with her 14 year old son.\u00a0The son had saved a considerable amount of money and wanted to buy an old car and store it in the garage until he was old enough to drive.\u00a0He could sit in it; pretend he was driving, clean it up, and show it to his friends.\u00a0It sounded like a perfect opportunity.\u00a0The mother, however, had practical objections.\u00a0The car could just sit for several years without deteriorating.\u00a0The son would certainly change his mind about the type of car he wanted before he was old enough to drive and they would be stuck with a car that would not run.\u00a0Having a car nearby would be too much temptation and the son might decide to sneak it out for a quick run around the block, etc.<\/p>\n

Postformal thought is practical, realistic and more individualistic. As a person approaches the late 30s, chances are they make decisions out of necessity or because of prior experience and are less influenced by what others think.\u00a0Of course, this is particularly true in individualistic cultures such as the United States.<\/p>\n

Dialectical Thought<\/h2>\n

In addition to moving toward more practical considerations, thinking in early adulthood may also become more flexible and balanced.\u00a0Abstract ideas that the adolescent believes in firmly may become standards by which the adult evaluates reality.\u00a0Adolescents tend to think in\u00a0dichotomies; ideas are true or false; good or bad; right or wrong and there is no middle ground.\u00a0However, with experience, the adult comes to recognize that there is some right and some wrong in each position, some good or some bad in a policy or approach, some truth and some falsity in a particular idea.\u00a0This ability to bring together salient aspects of two opposing viewpoints or positions is referred to as\u00a0dialectical\u00a0thought\u00a0and is considered one of the most advanced aspects of postformal thinking (Basseches, 1984).\u00a0Such thinking is more realistic because very few positions, ideas, situations, or people are completely right or wrong.\u00a0So, for example, parents who were considered angels or devils by the adolescent eventually become just people with strengths and weaknesses, endearing qualities and faults to the adult.<\/p>\n

Educational Concerns<\/h2>\n

\"AIn 2005, 37 percent of people in the United States between 18 and 24 had some college or an associate degree; about 30 percent of people between 25 and 34 had completed an education at the bachelor’s level or higher (U. S. Bureau of the Census, 2005).\u00a0Of current concern is the relationship between higher education and the workplace.\u00a0Bok (2005), American educator and Harvard University President, calls for a closer alignment between the goals of educators and the demands of the economy.\u00a0Companies outsource much of their work, not only to save costs, but to find workers with the skills they need.\u00a0What is required to do well in today’s economy?\u00a0Colleges and universities, he argues, need to promote global awareness, critical thinking skills, the ability to communicate, moral reasoning, and responsibility in their students (Bok, 2006).\u00a0Regional accrediting agencies and state organizations provide similar guidelines for educators.\u00a0Workers need skills in listening, reading, writing, speaking, global awareness, critical thinking, civility, and computer literacy-all skills that enhance success in the workplace.\u00a0The U. S. Secretary of Education, Margaret Spellings challenges colleges and universities to demonstrate their effectiveness in providing these skills to students and to work toward increasing America’s competitiveness in the global economy (U. S. Department of Education, 2006).<\/p>\n

A quality education is more than a credential.\u00a0Being able to communicate and work well with others is crucial for success.\u00a0There is some evidence to suggest that most workers who lose their jobs do so because of an inability to work with others, not because they do not know how to do their jobs (Cascio, in Berger 2005).\u00a0Writing, reading, being able to work with a diverse work team, and having the social skills required to be successful in a career and in society are qualities that go beyond merely earning a credential to compete for a job.\u00a0Employers must select employees who are not only degreed, but who will be successful in the work environment.\u00a0Hopefully, students gain these skills as they pursue their degrees. Listen to this story about the lack of rigor in higher education and the problems students face as a result:\u00a0A Lack Of Rigor Leaves Students ‘Adrift’ In College<\/a>.<\/p>\n

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