Strategy-building, guidance and decision-making in adolescent cognitive activity: application of operations

Abstract

The cognitive activity of adolescents during the learning process is a critical area of research in psychology, particularly given the increasing emphasis on results-oriented education. Despite the longstanding history of investigating psychological foundations in learning, a notable gap exists regarding the specific influence of psycholinguistic systems on this cognitive development. This study aims to explore how these systems, which encompass the thought constructions relevant to adolescents, impact their learning experiences and problem-solving abilities. Key findings indicate that facilitating a structured educational environment promotes self-discovery, personal exploration, and self-determination in both verbal and non-verbal forms. This enhancement leads to the enrichment of cognitive constructs and the strengthening of the psycholinguistic system. Ultimately, the study suggests that integrating cognitive, emotional, and psychomotor skills in modern curricula, aligned with developmental taxonomies, is essential for fostering comprehensive cognitive skills in adolescents. The implications are significant for educators seeking to optimize learning outcomes through tailored instructional strategies that address the nuanced cognitive needs of adolescents.