Piaget's identified five characteristic indicators of adolescent

cognitive development and named them as follows:

Formal operations.

Hypothetic-deductive reasoning.

Propositional thought.

The imaginary audience.

The personal fable.

1° FORMAL OPERATIONS

Piaget use "mental operations" to describe the mental ability to

imagine a hypothetical situation and to be able to determine a

likely outcome. An adolescent with the ability to think abstractly

can describe events they have never seen or experienced. This

is commonly called a "What if--?" scenario.

Is the ability to think abstractly in a more scientific and logical

manner. This ability helps a person solve problems by working

on one aspect of the problem (Oswalt, 2012).

For example, a person comes into a dark room and tries the light switch,

which doesn’t work. The person assumes that the light has burned out

and goes and gets a light bulb. He inserts the new light bulb, but it still

doesn’t work, so he checks to see if the light is plugged in. He finds that

the light is indeed unplugged and plugs it in and voila!

Is the ability to make a logical conclusion based on the wording of

a statement rather than the observation of it (Oswalt, 2012).

A good example of this kind of thinking occurs in yoga audio podcasts vs. a

yoga video podcast. In an audio podcast, the person doing the yoga practice

must rely on the logic of the words to perform the practice, whereas someone

who does not have this ability must rely on a video.

Is the ability to make judgments, interpret and observe. In

adolescence

This is acquired at a time when their bodies are changing

(Oswalt, 2012).

Is also a characteristic in adolescence.

This is where teens develop the ability to compare themselves to

others and they begin to notice their personal strengths and

weaknesses (Oswalt, 2012).

Thirteen-year-old teens are dealing with the physical changes in

their body - puberty - emotionally as well as physically. This will

cause your young teen to feel uncertain, moody and be sensitive

to what others think of them, especially their peers.

Fourteen-year-old teens feel pretty

happy with themselves as much of the

angst from the changes they have been

going through levels off and then have

gotten used to no longer being

a young child anymore.

Fifteen-year-old teens are pushing their parents to do more and

more on their own, and they do not want to have to ask permission

to do it a 15-year-old teen is that the latter doesn't want to have to

seek your permission to do something independently.

Sixteen-year-old teens are comfortable in

their own skin and know the ropes as to the

life around them. They have learned much

about themselves in the past few years and

are able to see when they are at their best

and when they are at their worst. They also

see the best and worst of their parents which

will gain you some criticisms and

complements oftentimes right out of the blue.

Seventeen-year-old teens are more

in-control of their moods and emotions.

They form stronger relationships than in

the past and are able to build strong

bonds with friends They begin to see

their future and can feel both excited and

apprehensive about it. The 17-year-old teen

has less conflict with parents, but will still

push for more independence.

The eighteen-year-old teen is on an

identity quest into their future. They

want to figure out where they will fit in

today's world. It is a time for big change

that comes with a lot of freedom and

happiness along with feelings of

nostalgia and apprehension.

The 18-year-old is often idealistic and

enthusiastic about their future goals .

http://www.parentfurther.com/ages-stages/15-18/intellectual-development

http://extension.udel.edu/factsheet/teen-cognitive-development/

http://www.sevencounties.org/poc/view_doc.php?type=doc&id=41157&cn=1310

http://amanda-jacobs.blogspot.mx/2012/01/piagets-theory-of-adolescent-cognition.html

http://parentingteens.about.com/od/agesandstages/tp/Social-And-Emotional-Development-Teens-Ages-13-18.htm