Adolescence Cognitive/Emotional Transitions
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Adolescence is considered a difficult time of life and one in which a number of changes occur as the individual achieves a certain integration of different aspects of personality. One approach to the cognitive and emotional transitions made at different times of life is to consider how the changes in, say, adolescence are linked to a continuum of change beginning in childhood and continuing throughout life. Some theorists, such as Piaget, were interested primarily in the transitions of childhood and youth, while others, such as Erikson, saw all of life as a series of transitions and offered a continuum of stages covering all of life. Piaget became fascinated in his early studies with his discovery that children of the same age often gave the same incorrect answers to questions, suggesting that there were consistent, qualitative differences in the nature of reasoning at different ages, not simply a quantitative increase in the amount of intelligence or knowledge. This discovery marked the beginning of Piaget's continuing effort to identify changes in the way children think how they perceive their world in different ways at different points in development. Piaget's contributions can be summarized by grouping them into four main areas. First, he produced literature on the general stages of intellectual development from infancy through adulthood. This concern occupied him from 1925 to 1940, and after 1940 he began to describe some of the developmental stages in formal, s
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ost importantly he differentiates it from the acquisition of general knowledge or intelligence which he defines as the slowly developing sum total of action coordinations available to an organism at a given stage (Furth, 1969, 221).
Piaget contends that this general knowledge is actively constructed by the individual who, in constructing this knowledge, lives the process of his or her development.
Piaget had actually started out to analyze the meaning and origin of intelligence, and he defined intelligence as the totality of behavioral coordinations that characterize behavior at a certain stage of development. For Piaget, intelligence was the behavioral analogue of a biological organ which regulates the organism's behavioral exchange with the environment, an interaction that constitutes behavior and that involves the process of discovery discussed previously. All adaptive behavior in this conception implies some knowing in the form of at least minimal knowledge of the environment. Another way of phrasing this is offered by Furth:
Evolutionary development proceeds in a manner of an organizing totality, not in the sense of an outside influence or purpose that pulls from ahead, or a drive that pushes from behind, but as a regula
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Some common words found in the essay are:
, Whitbourne Weinstock, Furth Evolutionary, Freud Erikson, Liebert Spiegler, Flavell JH, CS Weinstock, eight stages, process discovery, M Spiegler, Personality Strategies, flavell 1963, weinstock 1986, throughout life, Furth HG, whitbourne weinstock 1986, past experience, whitbourne weinstock, development piaget, spiegler 1982, stages described erikson, life cycle,
Approximate Word count = 1526
Approximate Pages = 6 (250 words per page)
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