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Related Concept Videos

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Revisionist Views of Adolescent and Adult Cognition

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
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Erik Erikson's fifth stage of psychosocial development, "identity versus role confusion," is crucial during adolescence (ages 12 to 18). In this stage, adolescents face the developmental task of forging a distinct personal identity, a process influenced by social, psychological, and biological changes typical of this period. Adolescents naturally explore different roles, behaviors, and ideologies as they navigate complex questions of self-concept, asking, "Who am I?" and "What is my place in...
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Related Experiment Video

Updated: May 5, 2026

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The adolescent as theorist: An interpretive view.

C D Baker1

  • 1Centre for Behavioural Studies in Education, University of New England, Armidale, N.S.W., Australia.

Journal of Youth and Adolescence
|December 7, 2013
PubMed
Summary

This study views adolescents as "theorists" in everyday life, contrasting this with Piagetian theory. It highlights their practical world-building and sense-making skills as active cultural participants.

Area of Science:

  • Sociology
  • Developmental Psychology
  • Adolescent Studies

Background:

  • Traditional views often overlook adolescents' theoretical capabilities.
  • Piagetian theory focuses on cognitive stages, potentially limiting the understanding of adolescent reasoning.
  • Interpretive sociology offers a framework to view individuals as active meaning-makers.

Purpose of the Study:

  • To propose a novel conceptualization of adolescents as "theorists."
  • To contrast this sociological perspective with existing Piagetian developmental theory.
  • To illustrate the practical, everyday nature of adolescent theoretical activity.

Main Methods:

  • Conceptual analysis drawing from interpretive sociology.
  • Contrastive analysis with Piagetian theory.

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  • Empirical illustration using interview conversations between adolescents and adults.

    • Main Results:

    • Adolescents engage in practical, occasioned theoretical activity in everyday settings.
    • This perspective frames adolescents as active world-builders and sense-makers.
    • Adolescents utilize cultural resources similarly to other competent members of society.

    Conclusions:

    • Adolescents function as "theorists" by actively constructing their understanding of the world.
    • This sociological lens enriches developmental psychology by emphasizing practical reasoning.
    • Understanding adolescents as theorists supports their role as competent cultural practitioners.