Cognitive Psychology's Perspective on Physical and Mental Changes During The Period of Development

Introduction

Children are unable to dispassionately review their list of physical and psychological characteristics. They are able to see themselves as being good or bad. The development of self-esteem in middle childhood is a crucial growth factor. Now, children automatically compare themselves to the standards society has set for them. By the age of seven, a child has self-esteem that reflects a fair view of themselves. If the overall evaluation of self becomes positive, the child will have a relatively high self-esteem. However, if it becomes negative, the child will have low self-esteem, which can result in a belief that they are unable to do certain tasks. As the child develops into middle childhood, the self-esteem is high in some areas, while low in others. The main reason for a decline in self-esteem is the transition in school. Students are leaving elementary school and entering middle school or junior high school. Generally, self-esteem is high in middle school. We start to see a decline during the transition that usually happens around the age of 12. Psychologist Lawrence Kohlberg suggests that during middle childhood, the child’s solution to moral dilemmas reveals central aspects of their sense of morality and justice. Kohlberg also states that people pass through a series of stages as their sense of justice evolves. Younger children tend to think of things in a very concrete way. When they reach adolescence, they are able to reason on a much higher level. They have then reached Piaget’s stage of formal operations (Kohlberg, 1984; Piaget, 1972).

Cognitive Psychology's Perspective on Physical and Mental Changes During The Period of Development

In adolescence, we are able to identify ourselves sexually, cognitively, and spiritually. From middle childhood to adolescence, we learn to reason with logic. Adolescents with identity achievement have successfully explored and thought through who they are and what they want to do with their lives. This is the most psychologically healthy level of self that is noticed in adolescents. Many teens express identity foreclosure. These individuals exhibit an identity but do not follow through because they pass through a period of crisis, therefore, they explore other alternatives. Another example of how adolescents express an identity of self is through religion and spirituality. Since their cognitive abilities increase during this period of life, teenagers are able to think critically and abstractly about religious matters. As people leave adolescence, they typically move into an individuative-reflective stage of faith when they reflect on beliefs and values (Erikson, 1968). The next stage is early adulthood, where most individuals are emerging adulthood. This is the period from the ending of teenage years, up into the middle to late twenties, when people are still sorting out their options for the future. We may still be figuring out certain aspects of life, but we do know that friends are such an important part of early adulthood. We have a need to belong that leads us into early adulthood. Most people are driven toward forming and preserving relationships, that allow them to form a sense of belonging.

Intimacy versus Isolation

The intimacy versus isolation stage is one of Erikson’s findings. In this stage, during post-adolescence into early 30’s, individuals find themselves focusing on intimate relationships with others. Erikson described intimacy as having several different aspects, including selflessness, sexuality, and deep devotion. Individuals, who have trouble during this stage face loneliness, isolation, and fear relationships with people that they are not accustomed to. If an individual is successful with this stage, they are able to develop strong relationships with others. Erikson’s view of healthy intimacy was limited to heterosexuality, therefore, with homosexuals, they were viewed as less than satisfactory. Today’s developmentalists see this situation as troubling and not acceptable for today’s relationships. More individuals are breaking tradition by interning, staying single, and going back to school into their 30’s (Erikson, 1968).

Adolescence and Emerging Adulthood

Adolescence is comprised of physical growth and sexual maturity. During this life stage, boys and girls are introduced to puberty when sexual organs mature. Individuals also are able to find themselves sexually by the end of adolescence into emerging adulthood. One reason for this newly formed intellectual search for identity is because adolescents are cognitively becoming more adult-like. They are able to form relationships better because they can see how they compare to others and become aware that they are individuals. Unlike early adulthood, you are just now beginning to have interest in forming relationships and reach the intimacy versus isolation stage. Adolescents also differ from middle childhood because individuals are able to recognize how they see themselves and how others see them. In middle childhood, the focus is on how you see yourself. This view of others helps them form relationships better and increases the chance of lasting relationships. As we get older, we are able to perfect this, which is why we tend to have more relationships as we age (Arnett, 2000).

Early and Middle Adulthood

In early adulthood, our nature of thinking changes qualitatively. We learn that society is really complex and we cannot rely on logic alone; we must use practical experience. As young adults, we start to be exposed to more complicated situations, our minds must then develop to keep up with these changes. We change from adolescence, from relying merely on logic, to form conclusions to interpreting different outcomes. Many times, young adults will consider various possibilities that can be applied in real-life situations. In middle adulthood, one would expect to see a decline in cognitive intelligence, however, the real answer is far more complicated. We can see that crystallized intelligence increases from early adulthood to middle adulthood. Although fluid intelligence decreases from early to middle adulthood. Fluid intelligence is information processing capabilities and memory. While crystallized intelligence is information and strategies people have accumulated. Many developmental Psychologists have analyzed the two forms of intelligence in regards to cognitive abilities, they concluded that one answer does not express the complexity of changes that occur from early to middle adulthood (Cattell, 1987; Horn, 1989).

Physical Changes in Adulthood

While cognitive changes appear to be complex, physical changes are more obvious and simple. In early adulthood, many people are at the peak of their physical capabilities. They have attained their full height and their limbs are proportional to the rest of their body. Many people in early adulthood tend to be more energetic and in better health than someone older than them. When it comes to late bloomers, some people will continue to grow in height into their middle 20’s. On average, internal organs, like the brain, continue to grow into the early 20’s as well. Myelin and brain matter continue to increase, which supports many of the cognitive changes that will occur in early adulthood. However, in middle adulthood, the changes that occur are not growth, but a mark of the aging process. Many people in western culture fear this time because gray hairs show up and many focus on trying to be young like they once were. Individuals not only see aging in the mirror, but some will also see mortality. However, many adults in middle adulthood do not show any less satisfaction in their bodies than young adults. Unlike early adulthood, growth is not apparent. Many people have less dense bones and gain more body fat during this period. Clearly, both periods of life exhibit many changes in physical appearance and less noticeable cognitive developments (Fischer, Yan, & Stewart, 2003).

**References**

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. *American Psychologist*, 55(5), 469-480.

Cattell, R. B. (1987). *Intelligence: Its structure, growth, and action*. Elsevier.

Erikson, E. H. (1968). *Identity: Youth and crisis*. Norton & Company.

Fischer, K. W., Yan, Z., & Stewart, J. (2003). Adult cognitive development: Dynamics in the developmental web. *Handbook of psychology: Developmental psychology*, 1, 491-516.

Horn, J. L. (1989). *Cognitive diversity: A framework for learning*. Springer.

Kohlberg, L. (1984). *The psychology of moral development: The nature and validity of moral stages*. Harper & Row.

Piaget, J. (1972). *Intellectual evolution from adolescence to adulthood*. Human Development, 15(1), 1-12.