Brain Maturation in Adolescence and Cognitive and Intuitive Thinking Paper Example

Introduction

There is a tremendous qualitative difference between how children process their conscious experience and how the adult processes their conscious knowledge. Cognitive development is therefore defined as the emergence of the ability to construct and handle thoughts, including problem-solving decision making and also the ability to remember. Adolescence is a period where a person moves from puberty to adulthood, and it occurs during the teen years, and it is characterized by psychological and physical changes ( Fischer et al., 2015). Adolescents develop logical thinking, and they develop ideas that are hypothetical and abstract. These changes affect how adolescents view the world and their moral development. Through Experiences, thoughts and sensory input one can acquire knowledge, and this is known as cognitive. Therefore, cognitive thinking and intuition refer to the ability a person's ability to comprehend process, remember and apply incoming information (Diamond et al., 2018). The research shows that every human has their cognitive skills and therefore they get and interpret information differently. Cognitive thinking is linked to memory, attention, reasoning, emotion, perception, and actions. Adolescents use brain imaging and computational modeling to analyze cognitive capabilities and intelligence. In the adolescents, brain development is expressed through an increase in white matter content, a large amount of cortical gray matter, and growth of white microstructure begin.

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Jean Piaget's Theory on Cognitive thinking and intuition in Adolescents

The theory deals with cognitive thinking in peer's deals with the process of acquiring knowledge construct and use it. The approach studied the reason why children of different ages make different kinds of mistakes while trying to solve their problems. It says that children are not like adolescents who have less knowledge. Children think and speak words differently. Page came up with four divergent cognitive thinking and intuitive stages, which he put out into testing (Rose et al., 2018). Within the chosen four stages he managed to put them into groups based on different ages. In every step, he realized how children and youth develop their cognitive abilities and skills. Cerebrum development amid adolescent (ages 10- 24 years) could be represented by a few components. It might be impacted by heredity and condition, dietary status, rest patterns, pharmacotherapy, and careful mediations amid early adolescence. Moreover, physical, mental, financial, and mental pressure; medical misuse and sex hormones including estrogen, progesterone, and testosterone can impact the improvement and development of the youth cerebrum. X-ray examination has recommended that neurocircuitry and myelinogenesis stay under development amid immaturity in light of the fact that these occasions in the central sensory system (CNS) are directed by sex hormones that are explicitly expanded amid adolescence.

An example can be given where, he had a belief that teens know about the world they live in, through the actions, words as a representative of an object, logical thoughts, and by use of reasoning. The cognitive views develop through a series of changes in the mind due to the biological growth and the contacts they have with the environment (Luna et al., 016). However, the given aspects of brain complexity have not given proper investigation in the same test, and hence the familiarity between them is not evident.

The above approach delineates between brain properties such as the age-related differences in cortical thickness, regional white matter volume, and how the movement occurs, features and research. When 168 healthy participants aged between eight and thirty years of age went through DTI and MRI, the results obtained showed the difference between regional age-related, the thinness of cortex, the increased volume of white matter volume and all changes in diffusion lengths. Cortical thickness was the most strongly age-related parameter. There is a unique change with at every age of the youth. The results show that the thickness of cortex in the brain structure cannot be explained by the volume of white matter. A test is done to determine the relationship between the quantity of gray matter, the amount of white matter and the cortex. The results are then used in the explanation of brain maturation (Fischer et al., 2015).

Jean Piaget theory shows that adolescents start to think logically and abandon the concrete way of thinking. Jean Piaget applied a specific scheme by using a "pendulum problem." He provides every child with a pendulum with an object hanged on a string swinging back and forth. He then asked each child to try and figure out what determines the chain to turn back and forth. During the project, he realized that for the children they would work different ways in a random fashion such as putting a more massive object and longer string and or a light object and short string. During the process, there is a possibility to get an answer. When these children reach the teen stage, they can use the former deductive reasoning and scientifically approach the issue. At this stage, they can think of a possible answer and systematically test the hypothesis by controlling all the variables and leaving the tested ones. They can consistently tell the weight of the object at the end of the string in a deductive manner.

The Stages of Cognitive and Intuitive thinking in Adolescents

During the adolescence, three cognitive developmental stages take place. At the first stage of cognitive and intuition growth, the person develops a more advanced mind ability, them being the ability to venture complete full range of possibilities in an in-born occurrence, like applying your thoughts which is very different from actual situations and use a logical way of thinking.

In the second stage of cognitive development, the adolescent develops the capability to think on a reality basis or the physical world. These teenagers move from thinking on fact foundation, where they believe that things are the way they appear physically to logical thinking where it is easy to see more about something than just having thoughts based on direct contact they have with the object. It gives them power and will to love, to embrace the argumentative way of thinking and reasoning. They can show their change by taking part in more complex activities like participating in hard subjects like mathematics in school. Those teenagers who don't move or show cognitive thinking development dwell more on physically present situations or on the objects they are in contact with in solving the issues they encounter every day. And, this later causes frustration which leads to depression and stress. They lose the will to participate more, like taking part in school projects and also considering other complex disciplines like sciences. They fail to show the transition from one level to another. Providing parents with lessons about these developmental stages and mostly about what happens will be of great help to their adolescent children in adjusting on daily happenings especially school issues. At these stages the teens have many changes including physical and emotional and at this level, you can identify their personality based on the decisions they make The character is built on the fact that they can see what their peers think and reason and they can react back. They start to develop a sense of belonging and pride hence egocentrism. For many years this adolescent egocentrism was viewed as the primary cause of personality; for example, other adolescents will get into early sexual activities or get pregnant or get involved in other, other risk-taking behaviors.

Several research studies have found that adolescents involve themselves in more risky activities as compared to adults. They develop a careless attitude way of thinking. Despite being aware of the consequences of their actions, they don't stop participating in these risk-taking behaviors. The Neuroimaging and psychological research studies show that through involvement in risk actions the teens develop satisfaction and see this as an achievement, but through the series of cognitive thinking this keeps on changing. The satisfying feeling drives them to engage more in these activities despite being aware of what might happen. To the ones who still think concrete way, may fail to see the consequences of their actions, For example, the results of irresponsible sexual behaviors. Alternatively, teenagers who feel that their personality is a threat can show signs of depression, stress, or various psychosomatic symptoms.

The third stage is where there they develop deductive reasoning and start systematically planning things. This begins at the age of eleven all through to adulthood. The intuitive adolescent change helps youth to think about many possible solutions to a particular issue in school subjects like mathematics and sciences the start to apply deductive reasoning in tackling these subjects. The can use the trial and error method in solving the problem. They can understand how they feel and how other people feel. Through the changes that occur during adolescent's cognitive thinking and intuition of youth, making it possible to see and perceive things especially from their peers. They can think deductively and make decisions.

The imaginary audience otherwise called the peers may be destructive in case of problem especially psychological disorders and other illnesses. When a peer suffers from a particular disorder like schizophrenia, they lose a sense of contact with reality. This changes their reasoning, and they start fearing what their friends will say about them. They solve this issue by isolating themselves to avoid being judged by the disease that they suffer. In other cases, they try to make it seem like this disorder does not exist at all and this because of the way they think and reason (Pseng et al., 2017).

In Piaget theory in cognitive thinking, the neuroscience and psychological studies provide information about brain maturation especially the cerebral cortex region and it shows the relationship between the way a person thinks and the way he /she reasons. The Knowledge acquired comes together with implications for the applied educational practice and guidelines. These theories treat cognitive thinking and intuitive thinking as a development process that has a high contact with the pattern of the growth cycle and also has a biological context. Both cognitive change and brain changes in the sequential patterns seem to draw in regular growth cycles. These series of growth cycle occur in childhood and adulthood up to thirty years of age (Murty et al., 2017). Every sequence leads to development on new ability this also affected by brain maturity. People have a unique chance to learn the previous skills again and even gain new ones that they did not have during their past experiences. This property makes people develop flexibility such as ability sense and escape dangerous environments and nerve-damaging situations.

The understanding of this argument is based on the traditional development, which sees the development of cognition as a series of changes and it's compared to a ladder which has steps as you go upward. With these active skills, growth becomes more flexible, and they can think critically and solve the issues in a reasonable manner (Nagel et al., 2018). This indicates that the layout shows a complex, progressive set of changes. When there is a new developmental level, the performance rate goes high until it reaches maximum level though together with other levels it shows discontinuous changes in growth curves and spurts which are marke...