The formal operational stage is the fourth and final stage of Jean Piaget's theory of cognitive development. It begins at approximately age 12 and lasts into adulthood. At this point in development, thinking becomes much more sophisticated and advanced. Kids can think about abstract and theoretical concepts and use logic to come up with creative solutions to problems. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage. Piaget's Research Piaget tested formal operational thought in a few different ways. Two of the better-known tests explored physical conceptualization and the abstraction of thought. Conceptualizing Balance One task involved having children of different ages balance a scale by hooking weights on each end. To balance the scale, the children needed to understand that both the heaviness of the weights and distance from the center played a role.2 Younger children around the ages of 3 and 5 were unable to complete the task because they did not understand the concept of balance. Seven-year-olds knew that they could adjust the scale by placing weights on each end, but failed to understand that where they put the weights was also important. By age 10, the kids considered location as well as weight but had to arrive at the correct answer using trial-and-error.2 It wasn't until around age 13 that children could use logic to form a hypothesis about where to place the weights to balance the scale and then complete the task.2 Abstraction of Ideas In another experiment on formal operational thought, Piaget asked children to imagine where they would want to place a third eye if they had one. Younger children said that they would put the imagined third eye in the middle of their forehead. Older children, however, were able to come up with a variety of creative ideas about where to place this hypothetical eye and various ways the eye could be used.3 For example, an eye in the middle of one's hand would be useful for looking around corners. An eye at the back of one's head could be helpful for seeing what is happening in the background. Deductive Logic Piaget believed that deductive reasoning becomes necessary during the formal operational stage. Deductive logic requires the ability to use a general principle to determine a particular outcome. Science and mathematics often require this type of thinking about hypothetical situations and concepts. Abstract Thought While children tend to think very concretely and specifically in earlier stages, the ability to think about abstract concepts emerges during the formal operational stage. Instead of relying solely on previous experiences, children begin to consider possible outcomes and consequences of actions. This type of thinking is important in long-term planning. Problem-Solving In earlier stages, children used trial-and-error to solve problems. During the formal operational stage, the ability to systematically solve a problem in a logical and methodical way emerges. Children at the formal operational stage of cognitive development are often able to plan quickly an organized approach to solving a problem. Hypothetical-Deductive Reasoning Piaget believed that what he referred to as "hypothetical-deductive reasoning" was essential at this stage of intellectual development. At this point, teens become capable of thinking about abstract and hypothetical ideas. They often ponder "what-if" type situations and questions and can think about multiple solutions or possible outcomes. While kids in the previous stage (concrete operations) are very particular in their thoughts, kids in the formal operational stage become increasingly abstract in their thinking.

Post

The formal operational stage begins at approximately age twelve and lasts into adulthood. As adolescents enter this stage, they gain the ability to think in an abstract manner by manipulate ideas in their head, without any dependence on concrete manipulation (Inhelder & Piaget, 1958).

Post

Piaget (1970) devised several tests of formal operational thought. One of the simplest was the 'third eye problem'. Children were asked where they would put an extra eye, if they were able to have a third one, and why. Schaffer (1988) reported that when asked this question, 9-year-olds all suggested that the third eye should be on the forehead. However, 11-year-olds were more inventive, for example suggesting that a third eye placed on the hand would be useful for seeing round corners. Formal operational thinking has also been tested experimentally using the pendulum task (Inhelder & Piaget, 1958). The method involved a length of string and a set of weights. Participants had to consider three factors (variables) the length of the string, the heaviness of the weight and the strength of push. The task was to work out which factor was most important in determining the speed of swing of the pendulum. Participants can vary the length of the pendulum string, and vary the weight. They can measure the pendulum speed by counting the number of swings per minute. To find the correct answer the participant has to grasp the idea of the experimental method -that is to vary one variable at a time (e.g. trying different lengths with the same weight). A participant who tries different lengths with different weights is likely to end up with the wrong answer. Children in the formal operational stage approached the task systematically, testing one variable (such as varying the length of the string) at a time to see its effect. However, younger children typically tried out these variations randomly or changed two things at the same time. Piaget concluded that the systematic approach indicated the children were thinking logically, in the abstract, and could see the relationships between things. These are the characteristics of the formal operational stage.

Post

The formal operational stage is the fourth and final stage of Jean Piaget's theory of cognitive development. It begins at approximately age 12 and lasts into adulthood

Post