Need for cognition in young people: development and stimulation

 

In our increasingly complex society, the need for cognition (NFC) plays an important role. NFC is the tendency of people to like to think, to make cognitive efforts and to derive pleasure from challenging thought processes. A new article by Aerts et al. (2024) discusses this. In this publication, the authors explore how NFC develops during childhood and adolescence, and which factors influence this development. In this article, I discuss the insights and tips from their research. 

The development of the need for cognition

The authors present a developmental model for NFC, based on the Cognitive Adaptive Trait Theory (CATT). This theory proposes that personality traits such as NFC are not fixed, but develop as adaptive responses to environmental challenges. The model identifies three core components that contribute to the development of NFC:

1. Cognitive skills: The ability to process complex information and solve problems.
2. Self-regulation processes: The way in which individuals direct their motivation, emotions, and behavior to achieve goals, such as sustaining attention and dealing with challenges.
3. Behavioral adaptation: The tendency to actively seek out cognitive challenges and to persist in difficult tasks.

These three elements reinforce each other in a positive feedback loop. Improvements in one area stimulate progress in the other areas, leading to enhanced NFC development. The model emphasizes that both individual and environmental factors are crucial in this process.

Developmental model of the need for cognition

In the figure below, the authors illustrate how the need for cognition develops.

How can we stimulate the need for cognition in young people?

Based on the model of Aerts et al., there are several strategies that parents, teachers and other educators can use to promote NFC in young people.

1. Create a safe and supportive learning environment

A safe learning environment is essential for the development of NFC. Strong, supportive relationships with parents, teachers, and peers reduce fear of failure and promote curiosity and a willingness to learn. When young people feel emotionally safe, they are more likely to take cognitive risks and engage in challenging tasks. This is consistent with attachment theory, which emphasizes that a secure base encourages children to explore the world around them.

2. Offer optimal challenges

Providing optimally challenging tasks —ones that are just above the student’s current skill level—is important. Activities that are too easy lead to boredom, while tasks that are too difficult can be demotivating. By giving young people achievable but challenging tasks, we increase the chance of successful experiences. This strengthens their self-confidence and motivates them to continue to take on cognitive challenges in the future. Differentiation in the classroom, where teaching materials are adapted to individual learning needs, can help with this.

3. Influence the valuation of cognitive activities

The way young people value cognitive activities plays an important role in the development of NFC. Some strategies to influence this valuation are:

• Value Appreciation: Offer tasks that match young people’s interests and explicitly emphasize their usefulness and relevance. Let them reflect on why these activities are important for their personal growth and future.
• Strengthening Self-Efficacy: Provide positive feedback focused on the effort and process, not just the end result. This increases young people’s belief in their own abilities to successfully complete challenging tasks.
• Increasing fun: Show enthusiasm and fun when offering cognitive tasks. The enthusiasm of educators and teachers can be contagious and increase the fun of young people in these activities. Aerts et al. emphasize that positive emotions around learning increase engagement and motivation.

4. Act as a role model

Educators and peers can serve as role models by demonstrating a positive attitude toward cognitive effort themselves. By actively engaging in cognitively challenging activities and making this visible, adults and peers inspire young people to adopt the same attitude. Openly discussing one’s own learning experiences, demonstrating resilience in the face of challenges, and sharing enthusiasm for learning encourages young people to persevere through difficulties. Aerts et al. emphasize that modeling is a powerful tool for developing NFC.

5. Support successful experiences

Successful experiences are essential for building self-confidence and motivation. An environment that supports successful experiences promotes the development of NFC. Some ways to achieve this are:

• Provide structure: Provide clear expectations and step-by-step guidance on tasks. This helps young people focus and reduces uncertainty.
• Differentiated Instruction: Adapt teaching materials and instructional methods to the individual needs and levels of students. This allows everyone to be challenged at their own level and experience success.
• Constructive feedback: Provide timely and specific feedback that focuses on improvement and growth. This helps young people understand what they are doing well and where they can grow, which deepens their learning. Aerts et al. point out that constructive feedback reinforces learning and contributes to positive self-regulation.

Conclusion: investing in the cognitive curiosity of young people

The article by Aerts et al. provides valuable insights into how the need for cognition develops and how we can stimulate it in young people. By consciously applying strategies that promote NFC—such as creating a safe learning environment, offering optimal challenges, influencing appreciation, acting as a role model, and supporting successful experiences—educators can make a significant contribution to the cognitive and personal development of young people.

This prepares them not only for educational success, but also for lifelong learning and effectively navigating an increasingly complex world. It is therefore valuable to actively focus on the way we encourage young people to think, question and learn.