Eleanor Finch
The highest level of thinking in adulthood is a complex topic that encompasses various aspects of cognitive development. It involves the consolidation of formal operational thought, the integration of emotions, social processes, and the continued refinement of planning and problem-solving abilities. Adulthood is marked by a shift from dualistic thinking, which is prevalent in adolescence, to a more nuanced perspective that acknowledges uncertainty and embraces multiplicity. This evolution in cognition is influenced by educational experiences and the unique contexts of individuals. As adults approach their late 30s, their decision-making becomes increasingly shaped by necessity and personal experiences, rather than external influences. Postformal thought, a key characteristic of adult thinking, is practical, realistic, and individualistic, demonstrating an understanding of the complexities of different viewpoints. This stage of cognitive development is often associated with increased flexibility, logical reasoning, and a willingness to explore moral and intellectual complexities.
| Characteristics | Values |
|---|---|
| Reflective thinking | The use of evidence and reasoning, the questioning of knowledge and beliefs, and the active pursuit of justifiable conclusions |
| Postformal thought | Practical, realistic, individualistic, flexible, logical, willing to accept moral and intellectual complexities, and dialectical |
| Adult thinking | Using logic to make decisions, trying to find the one correct answer, considering situational circumstances, and being less influenced by what others think |
| Advanced thinking | Synthesizing opposing viewpoints or positions, coming up with new ideas, accepting contradictions, finding new problems |
| Epistemic cognition | Thinking about thinking, moving from dualism to multiplicity to relativism |
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What You'll Learn
Reflective thinking
The ability to engage in reflective thinking may also be influenced by factors such as brain maturation and cognitive development. For instance, studies have shown that certain areas of the brain, such as the motor speech area, continue to develop postnatally, potentially impacting the development of logic and reflective thinking abilities in adulthood.
Furthermore, reflective thinking can be a tool for adults to make sense of their life experiences and share lessons learned. By reflecting on their experiences, adults can identify patterns, understand their decision-making processes, and develop a more nuanced understanding of themselves and their worldviews. This process of reflection can lead to personal growth, increased self-awareness, and the ability to make more informed choices.
In conclusion, reflective thinking is a hallmark of adult cognition, involving the active consideration and evaluation of beliefs and knowledge. It plays a crucial role in moral development, decision-making, and personal growth, contributing to the intellectual evolution from adolescence to adulthood. By reflecting on their experiences and beliefs, adults can continue to learn, adapt, and refine their understanding of themselves and the world around them.
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Postformal thought
Self-referential thought, as described by Sinnott, acknowledges the role of subjectivity in knowledge. Individuals are constantly urged to act, but they are limited by their partial understanding of the world. This subjectivity can be relativistic, where individuals recognise multiple truths and realities, and non-relativistic, where practical choices must be made between different truth systems. Basseches identifies three styles of thought within self-referential thinking: universalistic formal thinking, which assumes stable truths and universal order; relativistic thinking, which acknowledges multiple orders and realities; and a combination of both, where individuals use their judgement to select the logic that will be employed to create a solution.
Dialectical thought, a concept introduced by Basseches in 1984, is another aspect of postformal thinking. It involves recognising the validity of opposing viewpoints and integrating them in a balanced manner. This type of thinking moves beyond the dichotomous thinking of adolescence, where ideas are seen as true or false, good or bad, without a middle ground. Adults with dialectical thought can acknowledge the nuances and complexities in positions, ideas, and people, understanding that very few things are completely right or wrong.
While formal operational thought is influenced by experience and education, not all adults reach this stage or develop postformal thought. Their lives may not challenge them to think abstractly, and they may lack the conceptual tools to analyse hypothetical situations formally.
Reflective thinking, as defined by John Dewey, is another form of cognition associated with adulthood. It involves the active, persistent, and careful consideration of beliefs and knowledge, using evidence, reasoning, and the pursuit of justifiable conclusions.
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Moral development
Postformal thought, a concept introduced by Piaget and expanded upon by researchers like William Perry, is a critical aspect of moral development in adulthood. It represents a progression from the dualistic, black-and-white thinking of adolescence to a more nuanced understanding of the world. Postformal thought is characterised by practicality, realism, and individualism, with a recognition of the complexities of various perspectives. This type of thinking is more flexible, logical, and willing to engage with moral and intellectual complexities, often integrating opposing viewpoints to synthesise new ideas.
Educational experiences play a significant role in moral development during adulthood. Perry's research on undergraduate students at Harvard University observed a shift in cognition from dualism to multiplicity and relativism. This indicates that educational exposure and interaction with diverse ideas contribute to the development of more sophisticated moral thinking. The consolidation of formal operational thought during emerging adulthood, influenced by continued brain development, also contributes to the reduction of rash decisions and risky behaviour.
Overall, moral development in adulthood involves a complex interplay of cognitive abilities, educational experiences, and social influences. The ability to think reflectively and engage in postformal thought allows individuals to navigate moral complexities and synthesise new ideas. Moral development is a lifelong process shaped by a combination of intrinsic and extrinsic factors that contribute to an individual's unique moral compass.
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Inductive reasoning
The concept of inductive reasoning has roots in scientific investigation, and it is used by researchers to this day. It is also an everyday process that people use to make decisions. For example, when deciding whether to bring an umbrella, one might look outside and observe a sunny sky. Based on past experiences of sunny days, one might reasonably assume that an umbrella will not be needed. This thought process is an example of inductive reasoning.
In a professional context, inductive reasoning can be used to inform future efforts and recreate success. For instance, a salesperson might notice that sharing testimonials from current and past clients with prospects makes them more likely to make a sale. By reviewing comments from past customers, the salesperson can not only improve their close rate but also identify any problems those customers may have experienced.
The development of inductive reasoning skills begins in childhood and continues into adulthood, influencing the effectiveness of learning and predicting academic achievement.
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Abstract thinking
The development of abstract thinking begins in childhood, when children develop the ability to think symbolically. From age 7, children develop logical reasoning, but their thinking remains largely concrete. Around age 12 and continuing into adulthood, most people expand into abstract thinking, including the ability to put themselves in other people's shoes and to empathize.
Reflective thinking is a complex form of cognition almost exclusively associated with adulthood and adult development. It involves the active, persistent, and careful consideration of beliefs and knowledge in light of the evidence and reasoning that supports them and the further conclusions that can be drawn.
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Frequently asked questions
The highest level of thinking in adulthood is referred to as postformal thought. It is characterized by an understanding of the complexities of various perspectives, practicality, realism, and individualism.
Formal operational thought, as described by Piaget, is the ability to think abstractly and consider possibilities and ideas about circumstances never directly experienced. Postformal thought goes beyond this by bringing together opposing viewpoints, synthesizing them, and generating new ideas.
Postformal thought is marked by flexibility, a willingness to accept moral and intellectual complexities, and dialectical thinking. It involves connecting disparate ideas in new ways and dealing with important or difficult matters of life and the human condition.
Adolescents tend to think in dichotomies or absolute terms, with ideas being true or false, good or bad, right or wrong. As individuals transition into adulthood, their thinking becomes more flexible, balanced, and context-dependent. They move towards more practical considerations and are influenced less by what others think.
