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Older adolescents are
capable to reason inductive* and deductive** way of logic.
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They are able to learn
algebra, mathematics, physics, philosophy, psychology and other abstract
subjects.
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Not everyone actually
reaches this level of thinking.
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Piaget’s concept of these
cognitive developmental stages caused re-evaluation of older ideas of the
child, of learning and of education.
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In fact, Piaget’s theory
remains a valuable ‘road map’ to understand how children think but some
critics suggest that the intellectual growth of the child is not strictly age
and stage related as Piaget claimed.
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Moreover, according to
learning theorists, children continuously gain specific knowledge.
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It is not true that mental
abilities make sudden shifts in learning each time they enter a new stage.
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*From individual
to general
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**particular
consequences or applications are deduced from general principles
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