 |  A Child's World: Infancy through Adolescence, 9/e Diane E. Papalia,
University of Wisconsin-Madison
Sally Wendkos Olds
Ruth Duskin Feldman
Cognitive Development in Adolescence
Learning Objectives
LEARNING OBJECTIVES FOR SECTION IAfter reading and reviewing this section of Chapter 16, you should be able to
do the following.
Describe the capabilities characteristic of Piaget's stage of formal
operations, particularly as illustrated by the pendulum problem.
Identify conditions that foster the achievement of cognitive maturity.
Give examples of practical applications of formal reasoning.
Cite some limitations identified by critics of Piaget's theory.
Describe six immature thought processes or behaviors typical of adolescents,
according to Elkind, and summarize research on the validity of his concepts
of the imaginary audience and personal fable.
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| | | LEARNING OBJECTIVES FOR SECTION IIAfter reading and reviewing this section of Chapter 16, you should be able to
do the following.
Identify and describe Kohlberg's three levels and original six stages
of moral reasoning, and give a typical answer to a moral dilemma at each stage.
Explain why the ages attached to Kohlberg's stages are highly variable.
Assess criticisms of Kohlberg's theory.
Tell how interaction with parents can influence moral development.
Summarize research on gender differences in moral thinking.
Point out cross-cultural differences that challenge Kohlberg's system.
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| | | LEARNING OBJECTIVES FOR SECTION IIIAfter reading and reviewing this section of Chapter 16, you should be able to
do the following.
Cite factors that may make the transition from elementary school to
junior high more stressful than going from elementary school directly to high
school, especially for girls.
List characteristics of a good high school, and explain why tracking
may be harmful to low-achieving students.
Describe research on teaching and learning styles, based on the Sternberg
Triarchic Abilities Test.
Tell how parenting styles, ethnic group attitudes, and socioeconomic
status influence achievement in high school, including the importance of social
capital.
Give arguments for and against part-time work for adolescents.
Outline three classic stages in vocational planning.
Discuss school dropout rates, factors that influence students to drop
out, and dropout prevention.
Discuss influences on adolescents' vocational planning.
Explain the need for guidance of noncollege-bound youth in making the
transition from school to work.
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2002 McGraw-Hill Higher Education