Formal Operational Thought Analysis

a) The orientation in the poem ‘The Highwayman’ occurs in stanzas 1,2 and 3. In the first stanza we are introduced to the first two characters, Bess and the highwayman, who are deeply in love. In line 6, when the highwayman is being introduced, the reader finds out that he is riding up to the inn. In the second stanza, the poet describes some specifics only about the highwayman’s appearance. Even though the highwayman is known as a robber, he acts like the hero in the story.

Unfortunately, not every adolescent develops into this stage “The stage of formal operations involves the development of hypothetical-deductive reasoning which is the capacity to think scientifically and apply the accuracy of scientific methods to cognitive task (Inhelder and Piaget, 1958).” Abstract thought, metacognition, meaning, thinking about thinking, and problem solving are the higher order thinking skills that appear in the formal operational stage. In this particular stage, the individual learns to develop assumptions that are not often grounded in actuality, such as hypothetical deductive reasoning. Adolescents at this point in their development are moving from inductive to deductive reasoning. “Piaget and his colleagues developed an experiment called the “pendulum problem” with which they wanted to assess whether individuals had reached the formal operational stage. Classically, he had children balance a scale using different types of weights (Inhelder and Piaget, 1958).” It is only in the initial part of adolescence could children comprehend the connection between space or distance from the middle of the scale and the mass of the weights. This method involves a different lengths of string and a set of different sized weights. AA was asked to take into consideration three factors; the length of the string, the heaviness of the weight, and the power of push. The

According to the textbook, Life-Span Human Development, 7th edition, by Carol Sigelman, on page 50, "adolescents who reach the formal operations are able to think more abstractly and hypothetically than school-age children. They can define justice abstractly, in terms of fariness, rather than concretely, in terms of the cop on the corner or the judge in the courtroom. They can formulate hypotheses or predictions in their heads, plan how to systematically test their ideas experimentally, and imagine the consequences of their tests." As of right now, I believe that I am currently in the formal operations stage of Piaget's cognitive development theory. This stage occurs when an individual turns about 12 and continues into adulthood. An example

429). This is the time when abstract thought is formed. The client would be in the late process of formal operational thought which is when “adolescents test their reasoning against experience and they incorporate their formal operations of thinking” (Lapsley, 1996). There are five major changes that occur during this development: thinking about possibilities, testing hypotheses, thinking about the future, thinking about thoughts, and expansion of thought (Ashford & Lecroy, 2013, p. 430). It is also important to remember that by late adolescents, which is where the client is at, only about 60% of young people use formal operations, and this may be because of experience and knowledge in certain areas (Ashford & Lecroy, 2013, p.

The cognitive stage of high schoolers, sophomores through seniors, is typically the formal operational stage. The students have been in the concrete operational stage since they were 7, and should have had many years under their belt to progress into the formal operational stage. The final level of Piaget’s stages of development, formal operational, states that “abstract and purely symbolic thinking is possible” (Slavin, p. 32). Potential and hypothetical situational are very possible and “forms are separate from content” (Slavin, pg. 35). One concern is that in Piagets stages of development, he believed that not all humans made it to the final stage, or they poked in and out of in from time to time. This way of thinking many affect the way

All around the United States, millions of people can be found in front of their televisions for any type of collegiate athletic event. Between the winning buzzer-beater shots to the large rivalry games that remind people of their love for college sports, it should be no surprise that the National Collegiate Athletic Association (NCAA) brings in billions of dollars yearly through their respected institutions. As collegiate sports have dominated the American entertainment industry, the question of paying these athletes is ever growing in today’s society. While the argument has persisted over the last few decades, paying college athletes may be one of the most controversial topics surrounding the NCAA to date.

The last stage of Piaget’s cognitive development is known as the Formal Operational Stage, which occurs between the ages of eleven and sixteen. Adolescents have now gained the ability to think in an abstract matter, and can now understand things such as science and algebra. The most distinct difference between the

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.

People this stage are able to make plans for his or her own life and can approach problems in a systematic way. In order to test the formal operational stage, Piaget designed an exercise involving pendulums of different weights and strings of different lengths. Piaget realized elementary school children approached the exercise haphazardly and the adolescents can adopt a scientific strategy to solve the exercise. Post formal thinking is an adult form of intelligence where adults can view different perspectives, make decisions on their own inner feelings, and are interested in exploring new questions. Perry’s view on post formal thinking is that the college setting is the ideal place to foster cognitive growth because their attitude toward knowledge can change in the time they are in college. The first stage is absolutism/dualism which is the stage where the student takes an expert’s word and thinks there is only a right or wrong answer. Stage two is relativistic thinking, where the individual realizes there are many solutions to a problem and can be related to their perspective or the situation. The individual can support their solution, and pick the best answer while still accepting other’s opinions. Stage three of Perry’s theory is committed thinking, which is where the student generates their own solutions and follows through with them while respecting other’s thoughts. Riegel disagreed with Piaget’s formal operational thinking, saying it does not capture the complexity of mature, adult thought. He believed adults are capable of dialectical thinking, considering opposite positions, and synthesizing a solution. Crystallized intelligence is a person’s knowledge base, or storehouse of accumulated information. Older adults do better than people of any other

The teacher could place two cups that have the same amount of liquid in the cups but because one of the cups is taller than the other the child is going to think the taller glass has more liquid in it. The third stage is the concrete operational stage which occurs during ages seven to eleven. The term concrete operational means the child can reason only about tangible objects presents. So the child can conserve and think logically but only with practical aids. Thinking becomes less egocentric with increased awareness of external events. The fourth and final stage is the formal operational stage which occurs during ages eleven to fifteen. This stage focuses on hypothetical thinking and scientific reasoning. Piaget believed that only children can learn when they are ‘ready’ to learn. He also believed that development couldn 't be ‘sped up.’ Piaget believed that children learned through the resolution of disequilibrium (self discovery, active participation). He believed that teachers should ‘bend’ to children’s needs, provide an appropriate environment, promote self discovery, exploratory learning, self-motivated learning, and set challenges to existing schemes.

Jean Piaget discovered that our capacity for reasoning is developed in four stages: sensorimotor, preoperational, concrete operations, and formal operations stage (Hutchinson, 2015). Sensorimotor (birth to 2 years) is when and infant gradually learns to coordinate sensory and motor activities, and develops a beginning sense of objects existing apart from self. Preoperational stage (2 to 7 years) is when a child starts to discover rules that they can apply to new information, sometimes they can over complicate the rules which leads to them making mistakes. Concrete operations

Essentially, Piaget explains that during the Pre – Operational stage, young children have egocentric perception: they have not understand the world logically. For instance, there are two cups of water which are the same amount, but one is a tall and the other is a short and stat, the child believes that the tall one has more than short one. During the Pre – Operational stage, children’s logical thinking have not developed yet. Therefore, if a cup seems bigger than the other, it must contains more water than the other. Thus, children need to have a life experience that it explains the world such as a manipulative activity because while they play, they learn about logical explanation of size or amount.

The fourth stage of Piaget’s Cognitive Stages of Development is the Formal operational stage. This stage is normally reached at age 11. These children are usually able to logically use symbols related to abstract concepts, such as algebra and science. These children can think about multiple variables in systemic ways, form hypotheses, and consider possibilities. Although Piaget believed in lifelong intellectual development, he insisted that the formal operational stage is the final stage of cognitive development, and that continued intellectual development in adults depends on the accumulation of knowledge (Shroff, 2015).

Formal operation is the time where adolescence tends to identify as stage 4. This stage is the proof theory by great scientists Jean Piaget. He studied different stages of children to better understand the behavior. In stage 4 of Piaget’s theory, it implicates appearances level of creativity, thinking more broadly, reasoning with problems and grasping of peripheral concepts. One of the major root causes of formal operation stage is the criticism of Piaget theory seen as it lacks in the flexibility in the child that undergoes the theory. In addition, children can accomplish these characteristics at earlier or late then determined age range (Moshman, D. (1977).). This stage is unique found in the adolescence. For example, this stage tends

According to Piaget and his stages of development, formal operational thinking allows adolescents to think, reason, and problem solve at more complex levels than they could before. When adolescents reach this stage of development, they develop the capacity to think abstractly about concepts and reason more logically about multiple complex issues. With the onset of this stage, new skills emerge such as hypothetical deductive reasoning. Hypothetical deductive reasoning is a key characteristic that makes teens so good at arguing and debating with others. It is because of this specific skill that adolescents can develop an answer and defend, debate, and logically explain that answer.