The Formal Operational Stage

VOCABULARY

continue [kən'tɪnjuː] продолжаться, длиться

continued - продолжающийся

in addition to вдобавок, кроме того

concerned [kən'sɜːnd] увлечённый, интересующийся;

as well as так же как, а также;

dependence [dɪ'pendən(t)s] зависимость; доверие, уверенность (в ком-л., чём-л.)

apply [ə'plaɪ] применять к (чему-л.); использовать

evidence ['evɪd(ə)n(t)s] доказательство, подтверждение; свидетельство

at a time - одновременно

The final stage in Piaget’s theory is the formal operational period, which typically begins around 11 years of age and continues through the adult years;

In this stage, children begin to apply their operations to abstract concepts in addition to concrete objects. While the concrete operational child is still concerned with manipulating things (even if this done mentally), the formal operational thinker can manipulate ideas.

Formal operational thinkers can also think hypothetically [ˌhaɪpəu'θetɪk(ə)li], that is (то есть), they can think about what could be as well as what actually is. For example, asked what it would be like if people had tails, they might say “Dogs would know when you were happy” or “Lovers could hold their tails in secret under the table”. Concrete operational thinkers might tell you “not to be so silly”, or say where on the body tail might be, showing their dependence on what has actually been seen. The ability to imagine and discuss things that have never been seen is evidence of the continued decentration (decentration is the ability to focus on more than one aspect of a problem at a time).

adolescent [ˌæd(ə)'les(ə)nt] 1) юный, молодой; юношеский; подростковый Syn: youthful, young

2) молодой человек; юноша; девушка;

acquire [ə'kwaɪə] получать, приобретать; овладевать

Solve - решать, разрешать (проблему);\solution [sə'luːʃ(ə)n] решение, разрешение (проблемы);

imagine [ɪ'mæʤɪn] воображать, представлять себе

courses of action – ход событий, последовательность действий

consequences ['kɔnsikwənsɪz] последствия

variable ['veərɪəbl] переменная (величина)

deduce [dɪ'djuːs] приходить к заключению, делать вывод; deductive [dɪ'dʌktɪv] дедуктивный

hypothetico-deductive reasoning - the ability to use deductive reasoning (reasoning from general to specific facts) to systematically manipulate several variables, test the effects in a systematic way, and reach correct conclusions in

complex problems;

reach (come to) a conclusion приходить к выводу

likely ['laɪklɪ] вероятный, возможный

Adolescents in the formal operational period acquire the ability to solve problems in a more systematic way. They imagine possible courses of action and try to use logic to understand the consequences of each solution before they act.

In other words, adolescents begin to think more as a scientist thinks, thinking up plans to solve problems and systematically testing solutions. Piaget called this type of problem solving hypothetical- deductive reasoning*. The adolescent acquires the ability to develop hypotheses about ways to solve a problem such as an algebraic [ˌælʤɪ'breɪɪk((ə)l)] equation [ɪ'kweɪʒ(ə)n] (алгебраическое уравнение). They also acquire the ability to systematically deduce (or come to a conclusion about) the best way of solving the problem. In contrast, before adolescence, children are more likely to solve problems by trial and error.

Thus, the child acquires the ability to think in a logical, systematic, and abstract way. In contrast, when the child is in the concrete operations stage, he lacks the ability to solve abstract problems.

*Мышление становится гипотетико-дедуктивным, ориентируется на потенциально возможное как на основную посылку в построении суждения, тогда как реальная действительность становится посылкой подчиненной.

relatively ['relətɪvlɪ] относительно, сравнительно

achieve [ə'ʧiːv] добиваться, достигать

immaturity [ˌɪmə'tjuərətɪ] незрелость

define [dɪ'faɪn] (define as) определять (значение слова), давать определение (какому-л. понятию)

distinguish [dɪ'stɪŋgwɪʃ] проводить различие, находить отличия; различать, распознавать

further ['fɜːðə] (образовано от far) дальнейший

degree [dɪ'griː] степень, уровень

rather than – on the contrary, instead of, as opposed to

attain [ə'teɪn] (attain to) добиваться, достигать

mature [mə'ʧuə] взрослый, достигший состояния зрелости, полного развития

reason - рассуждать, размышлять (о чём-л.); делать выводы Syn: think, consider

scientific [ˌsaɪən'tɪfɪk] научный

Although adolescents are learning formal logical thought and abstract reasoning, Piaget observed that adolescents still show a level of immaturity. He defined adolescent egocentrism as a young person’s inability to distinguish between his or her own abstract reasoning and thoughts and those of others. For example, adolescents believe that other people are just as concerned with their behavior, feelings, and thoughts as they are themselves.

According to Piaget, youngsters progress [prə'gres] to relatively adult modes of thinking in the formal operations stage. With the achievement of hypothetico-deductive reasoning and abstract thought, and with the decline of adolescent egocentrism, young adults gradually attain what Piaget considered mature cognition. They become able to reason about anything, real or imagined, and have the ability to use scientific reasoning to solve complex problems. But this does not mean that no further changes in cognition occur.

Piaget believed that after children achieve the formal operation stage, further developments in thinking are changes in degree rather than fundamental changes in the nature of thinking.

QUESTIONS

1. What is abstract thought?

2. What is hypothetical-deductive reasoning?

3. What abilities does the child develop during the formal operational stage?

4. What forms of logical thought, or other cognitive advances emerge during formal operational stage?

5. What is adolescent egocentrism?

6. Does any further cognitive development occur once children reach the formal operation stage?

7. What examples of egocentric behavior can you think of from your own adolescent experiences or from the experiences of other adolescents you have known?

EX.28 Fill in the gaps with the most suitable words:

solutions \ability\ thought\ achievement

For Piaget the culminating __________of cognitive development is the ability to use hypothetico-deductive reasoning.

The second major development that takes place during the formal operational stage is the adolescent’s growing _________to engage in abstract thought.

Abstract thought is _________about things that are not real or tangible, or things that are only possibilities. When solving the problem, adolescents took as their starting point all possible ____________; this allowed them to reach an accurate solution efficiently.

EX.29 Fill in the gaps with the most suitable words:

reasoning \ adolescence \ thought\ concepts

According to Piaget, it is during __________that cognitive development reaches its fullest potential—formal operational _________. Two major changes occur in this stage: Adolescents gradually develop the ability to use hypothetico-deductive ___________, and they extend their logical thinking to _________that are abstract (no longer solely to materials that are concrete and tangible).

EX.30 In each of these groups two words are synonyms. Decide which of the three words (or word combinations) in each group is the odd one out.

1. Adolescence, teenage years, adulthood

2. Mature, inexperienced, developed

3. Adulthood, immaturity, childishness

4. Dependence, need, possibility

5. Continue, stop, prolong

6. Apply, use, allow

7. Operation, solution, resolution

8. Absolute, comparative, relative

9. Involved, unrelated, concerned

10. Conclusion, deduction, thought

Дата добавления: 2015-11-14