Psychological mindedness and abstract reasoning in late childhood and adolescence: an exploration using new instruments

This study introduces two new measures of psychological mindedness, applying them in a study of the growth of abstract thinking in children and adolescents in a developmental design. The capacity to achieve psychological understanding of the self and of others involves comprehension of the motives,...

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Bibliographic Details
Published in:Journal of youth and adolescence 1990-08, Vol.19 (4), p.307-326
Main Authors: HATCHER, R, HATCHER, S, BERLIN, M, OKLA, K, RICHARDS, J
Format: Article
Language:English
Subjects:
Abstract Reasoning
Adolescent
Adolescents
Age
Biological and medical sciences
Children & youth
Cognition & reasoning
Developmental psychology
Fundamental and applied biological sciences. Psychology
Gender
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Social research
Teenagers
Thinking Skills
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Summary:This study introduces two new measures of psychological mindedness, applying them in a study of the growth of abstract thinking in children and adolescents in a developmental design. The capacity to achieve psychological understanding of the self and of others involves comprehension of the motives, attitudes, and characteristics of the self and others. Psychological mindedness toward the self (PS) and toward others (PO) may be seen as complex cognitive capacities that should show a pattern of related development in childhood. Three groups of 60 fifth, eighth, and twelfth graders completed two measures of formal operations and two instruments to assess the two components of psychological mindedness. We find that psychological mindedness and abstract thinking both increase significantly with age, although the relationship between them is complex and varies with gender and age. Because the development of abstract reasoning skills does not correlate with the development of psychological mindedness in a simple way, a more complex model is necessary, taking age and gender differences into account. Performance on the two measures of psychological mindedness is found to be largely unrelated, suggesting that these are two different psychological skills. Implications of these findings are discussed, with special reference to education, peer counseling, and psychotherapy.
ISSN:0047-2891
1573-6601
DOI:10.1007/bf01537075