Answer to Question #302843 in Psychology for Rodjina

Question

We know that Piaget's theories are predicated on physical development, yet Piaget did not have the benefit of magnetic resonance imaging and examining the living human brain as is possible today. Consider the adolescent brain as described by Blakemore:

• Why do adolescent brains exhibit a loss of gray matter according to Blakemore and why is that not a cause of concern?
• What are the functions of the prefrontal cortex?
• How are those functions compromised during adolescence and why?
• How can we connect Blakemore's stance with that of Piaget?
• Is the relatively new evidence of adolescent brain development consistent with Piaget's formal operational theory? How does Piaget's work hold up?
• Consider your own experiences - can you share a time when your adolescent brain (or someone else's!) was in control and how do you feel/think about this now that you know more about the neuroanatomy of teenagers? 

Answer 1

Piaget’s theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. Piaget believed that one’s childhood plays a vital and active role in a person’s development. Piaget’s idea is primarily known as a developmental stage theory. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly.

Moreover, Piaget claimed that cognitive development is at the center of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development. Piaget’s earlier work received the greatest attention. Many parents have been encouraged to provide a rich, supportive environment for their child’s natural propensity to grow and learn. Child-centered classrooms and “open education” are direct applications of Piaget’s views. Despite its huge success, Piaget’s theory has some limitations that Piaget recognized himself: for example, the theory supports sharp stages rather than continuous development (decalage).

During adolescence, myelination and synaptic pruning in the prefrontal cortex increase s , improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened. However, this growth takes time and the growth is uneven.

For adolescents the brain's sensitivity to the neurotransmitter dopamine peaks, and dopamine is involved in reward circuits so the possible rewards outweighs the risks. In addition to dopamine, the adolescent brain is affected by oxytocin which facilitates bonding and makes social connections more rewarding.