You can also check the Physical Level changes in Early Adulthood and Middle Adulthood by clicking on the link: Early Adulthood and Middle Adulthood
Cognitive Neuroscience Changes in Early Adulthood
The Cognitive Neuroscience stages during early adulthood can be discussed as a period of realistic and pragmatic thinking; reflective and relativistic thinking.
Realistic and Pragmatic Thinking
Realistic thinking means looking at all aspects of a situation( the positive, the negative, and the neutral) before making conclusions. In other words, realistic thinking means looking at yourself. others, and the world in a balanced and fair way.
According to K. Warner Schaie, adults progress beyond adolescents only in their use of intellect. We typically switch from actually acquiring knowledge to applying that knowledge in our everyday lives. To support his theory on cognitive neuroscience development, he included the following two stages to describes the cognitive neuroscience changes in adults:
Involves applying one’s Intelligence to situations that have profound consequences on achieving long term goals, such as those involving careers. This stage of development includes mastering the cognitive neuroscience skills needed to monitor one’s own behavior. Young adults in this stage will also acquire a considerable amount of independence.
This stage of development begins in early adulthood and extends into middle adulthood. This is the time when a family is established and attention is given to the needs of a spouse and children. Young adults incur social responsibilities, deal with starting a career, and must take on some level of responsibility for others at work and in the community.
Young adults rely less on logical analysis when solving problems. Idealise logic is replaced with commitment and youth focus their energy on finding their niche in the workplace and society. During young adulthood, logical skills don’t decline because cognitive abilities are strong.
Reflective and Relativistic Thinking
William Perry said that adolescents often engage in dualistic, absolute thinking, whereas adults are more likely to engage in reflective, relativistic thinking. The term dualistic thinking is used to describe an adolescents view of the world. Everything is seen in polar terms or opposites.
Examples for this are right/wrong or good/ bad.
Post-formal thought is qualitatively different that Piaget’s formal operational thought. It involves understanding that the correct answer to a problem requires reflective thinking, may vary from one situation to another and that the search for truth is often an ongoing, never-ending process. Along with this is the belief that solutions to problems need to be realistic and the emotions and subjective factors can influence thinking.