Which statement best describes cognitive improvements in adolescence according to information processing theory?

Which statement best describes cognitive improvements in adolescence according to information processing theory?

• A. Cognitive improvements occur primarily due to static genetics with no learning.
• B. Improvements in attention, working memory, processing speed, and strategy use with practice and brain maturation.
• C. Cognitive development stops after childhood.
• D. Improvements in attention, working memory, processing speed, and strategy use with practice and brain maturation.

Answer: (D)

Information processing theory explains cognitive growth as increases in the efficiency and capacity of mental processes, not as static traits. In adolescence, attention becomes more focused and resistant to distraction, working memory expands so more information can be held and manipulated, processing speed quickens as neural networks mature, and individuals develop and apply more effective problem‑solving strategies. These changes come from both brain maturation (such as developing frontal networks and greater myelination) and practice that helps people learn, automate, and apply better strategies. So, improvements in attention, working memory, processing speed, and strategy use driven by both practice and brain maturation best describe adolescent cognitive development. The other views—cognition fixed by genetics alone or stopping after childhood—don’t fit this theory.

Information processing theory explains cognitive growth as increases in the efficiency and capacity of mental processes, not as static traits. In adolescence, attention becomes more focused and resistant to distraction, working memory expands so more information can be held and manipulated, processing speed quickens as neural networks mature, and individuals develop and apply more effective problem‑solving strategies. These changes come from both brain maturation (such as developing frontal networks and greater myelination) and practice that helps people learn, automate, and apply better strategies. So, improvements in attention, working memory, processing speed, and strategy use driven by both practice and brain maturation best describe adolescent cognitive development. The other views—cognition fixed by genetics alone or stopping after childhood—don’t fit this theory.