Cognitive Socialization During Adolescence

Abstract

Our knowledge of cognitive development in adolescence is still surprisingly limited, despite all the available data. It is possible that the primary subject-environment relations of adolescents have not been sufficiently considered. This paper seeks to describe the development of cognitive structure as establishing isomorphism between the subject and the environment, with regard to "primary content areas", using an ecological model of cognitive development as the theoretical framework. The primary content area chosen for this analysis was modern work structure. In the analysis clearly definable stages could be discerned along two dimensions. The first of these was the serial differentiation of the psychological concepts "effort-industry" (E), "aptitude-intelligence" (A) and "pure subject" (S). Once an individual has attained the level of S he can function independently of the work process by being liberated from the relationships between the subject and the environment and is capable of thinking independently. The data presented supports this and confirm the theoretical expectations regarding the development of implicit concepts. The second dimension is the development of planning in relation to the temporal sequence of tasks. The planning becomes more efficient in this respect and the data confirm the expected developmental sequence in efficiency: (a) reliable execution of tasks, first without and then with consideration of time limits; (b) systematic use of tools and machines; and (c) the delegation of tasks. An investigation of outsolving organisational problems confirmed the expected developmental sequences of planning.