The purpose of this issue paper is to compare and contrast two different articles one written by L.E. Berk in 2010 that explores lifespan development. The other article was written by the staff and research team at Lucile Packard Children's Hospital at Stanford in 2012 that addresses what cognitive development is and the progress of adolescence cognitive development. Cognitive development begins from the moment of birth and continues throughout life. However, this student finds the cognitive abilities are more complex during the adolescent years. Therefore, the issue this paper will address is adolescence cognitive development.
Whereas, both articles agree that when a child transitions from childhood to adolescence their cognitive development progresses from real object thinking and or reasoning to a more abstract and systematic thinking and or reasoning. Berk (2010) supports his arguments and information with older cited works such as Piaget's Theory: the formal operational stage (1958) and other more recent studies on how information-processing affects cognitive development. However, Lucile Packard Children's Hospital at Stanford does not use cited studies but according to the website disclaimer, staff and research team provides this information as educational purposes only.
While there are similarities with both articles they address different perspectives of cognitive development in adolescence. For example, Berk (2010) addresses Piaget's theory. information-processing of cognitive development in adolescence. Whereas, Lucile Packard Children's Hospital at Stanford addresses the different levels of cognitive development in adolescence and ways to encourage healthy cognitive development in adolescence.
The topic of cognitive development in adolescence is important because understanding how an adolescent reasons and understand their world helps parents, teachers, and psychologist understand these young adults behavior. For example, when an adolescent can only think or reason in concrete operational stage such as the knowledge they have previously acquired and the reality they have experience, they cannot see past that knowledge or experience (Berk, 2010). For instance, this student's 16-year-old son is having issues concerning matters of the heart. He believes that without this girl his life has no purpose or meaning. He bases his reasoning on that he is the only one who can help this girl (she has a lot of issues) so she needs him. He cannot and will not reason or think outside of the reality that he is her savior and protector. Nor will he think about how she is making life so difficult for him. His grades (especially in science, which he loves) are dropping as a result of his lack of cognitive development.
Both Berk (2010) and Lucile Packard Children's Hospital at Stanford (2012) claim that by this age an adolescent should be thinking in more abstract, systematic and logical ways. Therefore, according to the...