Some researchers (Bjorkland, 1987; Case, 1985) propose that the advancement in thinking abilities during adolescence is driven by increases in processing speed and efficiency, rather than an expansion of overall mental capacity. According to this view, cognitive progress during adolescence results from refinements to already-existing skills rather than the emergence of entirely new ones.

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Adolescence is marked by the emergence of more complex thinking abilities, including a shift from concrete to abstract thought. This development, which Piaget termed the formal operational stage, enables teenagers to consider multiple viewpoints, analyze hypothetical situations, debate complex ideas like politics and justice, and formulate new concepts. This cognitive maturation also often leads to adolescents questioning authority and challenging established societal norms.

Cognitive Development During Adolescence

Spielman, R. M., Jenkins, W. J., & Lovett, M. D. (2020, April 22). Psychology (2nd ed.). OpenStax. https://openstax.org/books/psychology-2e/pages/1-introduction

OpenStax Psychology (2nd ed.) Textbook

Cognitive empathy, also known as theory-of-mind, is the capacity to understand another person's perspective and experience concern for them. This ability, which is vital for effective social problem-solving and conflict avoidance, shows significant development during adolescence. Research indicates that this growth in cognitive empathy typically begins around age 13 for girls and age 15 for boys.

Cognitive Empathy During Adolescence

The brain continues to develop significantly during adolescence. Up until puberty, brain cells continue to bloom in the frontal region, and this area undergoes maturation that extends into early adulthood. Because the frontal lobes—responsible for judgment, impulse control, and planning—are not yet fully developed, adolescents may exhibit increased risk-taking behaviors and emotional outbursts (Casey, Tottenham, Liston, & Durston, 2005). This ongoing development also explains why, as neuroscientist Jay Giedd notes, it is unreasonable to expect teens to possess adult-level organizational or decision-making skills before their brains are fully constructed.

Frontal Lobe Development During Adolescence

Neuroimaging studies using fMRI suggest a link between adolescent risk-taking and brain activity in the neural reward center. Research found that while such brain activity correlated with risk-taking behaviors, it did not correlate with measures of impulsivity or risk perception. This finding challenges the common assumption that adolescents are inherently more impulsive than children or adults.

Neural Reward Center Activity and Adolescent Risk-Taking

A group of individuals is discussing the concept of 'fairness.' Read the two responses below. Which response is more characteristic of the complex thinking that emerges during the teenage years? Justify your answer by analyzing the thought processes demonstrated in the chosen response.

Analyzing Cognitive Shifts in Thinking

Read the following dialogue and analyze the 14-year-old's thought process. Identify and explain the more complex thinking abilities they are demonstrating compared to their younger sibling.

Adolescent Reasoning Analysis

Processing Speed and Efficiency Theory of Adolescent Cognitive Development

Teenage thinking is characterized by the ability to reason logically and solve hypothetical problems. For example, adolescents can cooperatively design, plan, and build a structure by thinking systematically and exploring alternative solutions.

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