DAVI D ELKIND
University of Rochester
Preparation of this paper was supported in part by grant No . 6881 from the
Office of Education. Author's address: Department of Psychology, University of
Rochester, Rochester, New York 14627.
CHILD DEVELOPMENT
(Cowan, 1966; Gourevitch & FelIer, 1962). The purpo se of the present
pap er is to describe, in greater detail than Inhelder and Piaget (1958),
what seems to me to be the nature of egocentrism in adolescence and some
of its behavioral and experiential correlates. Before doing that. however,
it might be well to set the stage for the discussion with a brief review of the
forms of egocentrism which precede this mode of thought in adolescence.
1026
DAVID ELKIND
1027
CHILD DEVELOPMENT
1028
DAVID ELKIND
Inhelder and Piaget ( 1958) have shown, formal operational thought en-
abIes the young person to deal with all of the possible combinations and
permutations of elements with in a given set. Provided with four differ-
ently co lored pieces of plastic, for example, the adolescent can work out all
the possible combinations of co lors by taking the piece s one . two , three and
four, and none. at a time. Children, on the other hand, cannot formulate
these combinations in any systematic way. Th e ability to co nceptualize all of
the possible combinations in a system allows the ado lescen t to co nstruct
contrary-to-fact hypotheses and to reason abo ut such propositions "as H"
they were true. The adolescen t, for example, can accept the stateme nt.
"Let's suppose coal is white," whereas the child would reply, "But coal is
black." This ability to formulate contrary -to-fact hypoth eses is crucial to
the overcoming of the egocentrism of the concrete operational pe riod.
Th rough the formulation of such contra ry-to-fact hypotheses, the young
person discovers the arbitrariness of his own menta l co nstructions and
learns to differentiate them from perceptual reality.
From the strictly cognitive point of view (as opp osed to the psycho-
analytic point of view as repre sented hy Blos [ 1962] and A. Freud [1946 ]
or the ego psychological point of view as rep resent ed by Erikson [1959] ) ,
the major task of early adolescenc e can be regarded as having to do with
the conquest of t'lOught. Formal ope rations not only pennit the young per-
son to construct all the possibilities in a system and cons truct contrary-to-
fact propositions (Inhcldcr & Piaget, 1958 ) ; they also enable him to con-
ce ptualize his own thought, to take his menta! constructions as objects and
reason about them. Only at about the ages of 11-1 2, for example, do chil-
dren spontaneo usly introduce concep ts of belief, intelligence, and faith into
their definitions of their religious denomination (E lkind, 1961a; 1962;
1963 ) . Once more , however, this new mental system which frees the youn g
person from the egocentrism of childhood entan gles him in a new fonn of
egocentrism characteristic of adolescence.
Formal operational thought not only enables the adolesce nt to con-
ceptualize his thought, it also permits him to co nceptualize the thought of
other people. It is this capacity to take account of other people's thought,
howev er, whic h is the crux of adolescent egocentrism. Thi s ego ce ntrism
emerges because, whil e the adolescen t can now cogn ize the thoughts of
others, he fails to differentiate be tween the objects toward which the
thoughts of others are direct ed and those which are the focus of his own
concern . Now , it is well known that the )·oung adolesce nt, because of the
psysiolog ical metamorphosis he is undergo ing, is primarily concerned with
himself. Accordin gly, since he fails to differentiate betwee n wh at others are
thinking about and his own mental preoccupations, he assumes that other
10 29
CHILD DEVELOPMENT
1030
DAVID ELKIND
1031
CHILD DEVELOPMENT
audience" to the guttiness of his action. In a similar vein, many young girls
become pregnant because, in part at least, their personal fable convinces
them that pregnancy will happen to others bu t never to them and so they
need not take precau tions. Such examples could be multiplied but will
perhaps suffice to illustrate how adolescent egoce ntrism, as manifested in
the imaginary audience and in the personal fable, can help provide a ra-
tionale for some adolescent behavior. These concepts can, moveover, be
utilized in the treatment of adolescent offenders. It is often helpful to these
young people if they can learn to differen tiate betwee n the real and the
imaginary audience, which often boils down to a discrimination between the
real and the imaginary parents.
1032
DAVID ELKIND
objects are ident ical with the perception of them, and this form of egocen-
trism is overcome wi th the appearance of representation. During the pre·
school period, egocentri sm appears in the guise of a belicf that symbols
con ta in the same information as is provided by the objects which they rep-
resent. \ Vith the emergence of concrete operations, the child is able to dis-
criminate between symbol and referent, and so overcome this type of ego-
centrism. The egocentrism of the school-age period can be cha racterized as
the belief that one's own mental constructions correspond to a superior
form of perceptual reality . With the advent of formal opcrations and the
ability to construct contrary-to-fact hypotheses, this kind of egocentrism is
dissolved because the young person can now recognize the arbitrariness of
his own mental constructions. Finally, during early adolescence. egocen-
trism appears as the belief that the thoughts of oth ers are directed toward
the self. This variety of egoce ntrism is overcome as a consequence of the
conflict between the reactions which the young person anticipates and those
which actually occur.
Althou gh egocentrism corresponds to a negative product of mental
growth. its usefulness would seem to lie in the light which it throws upon
the affective reactions characteristic of any particular stage of mental de-
velopment. In this paper I have dealt primari ly with the affective reactions
associated with the egocentrism of adolescence. Much of the material, par·
ticularly the discussion of the imaginary aud ience and the persanal fable is
speculative in the sense that it is based as much upon my clinical experience
with young people as it is upon research data. Th ese constructs are offered,
not as the final word on adolescent egocentrism, but rather to illustrate how
the cognitive structures peculiar to a particular level of development can be
related to the affective experience and behavior characteristic of that stage.
Although I have here only considered the correspondence betwee n mental
structure and affect in adolescence, it is possible that similar correspond.
en ces can be found at the earlier levels of development as well. A considera-
tion of egocentrism, then, would seem to be a useful starting point for any
attempt to reconcile cognitive structure and the dynamics of personality.
RE FERENCES
1033
CHILD DEVELOPMENT
Elkind , D . The child', concep tion of his religious denomination. II: The Catholic
child. Journal of genetic Psychology , 1962, 101, 185-193.
Elkind, D. The child's conception of his religious denomination, ill: The Prc tes-
lant child. Journal of genetic Pschology, 1963, 103, 291-304.
Elkind, D. Conceptual orientation shifts in children and adolescents. Child De-
velopment, 1966, 37, 493-49 8.
Elkind, D. Middle-class delinquency. Mental Hy giene, 1967, 51, 80-84.
Erikson, E. H. Identity and the life cycle. Psychological Issues. Vol. I, No. I,
New York: International Universities Press, 1959.
Freud, Anna. Th e ego and the mecha nisms of defense. New York International
Universities Press. 1946.
Gourevitch, Vivian, (, Felle r, M. H. A study of motivational development. Journal
01genetic Psychology, 1962, 100, 361-375.
Inhelder, Barbel, (, Piagel, J. The growt h of logical thinking from childhood to
adolescence. New York: Basic Books, 1958.
KohIberg, L. Cognitive stages and preschool education. Human Development, 1966,
9, 5-17.
Long, Diane, Elkind, D., (, Spilka, B. The child's conception of prayer. Journal lor
th e scientific Stu dy of Religion, 1967, 6, 101-109.
Lynd, Helen M. On shame and the search for identity. New York: Science Editions,
1961.
Peel, E. A. The pu plfs thinkin g. Londoo: Oldhoum e, 1960.
Piaget, J. Th e child 's conception of the world. London: Routledge (, Kegan Paul,
1951.
Piagel, J. The child', conception of number. New York: Humanities Press, 1952. (a)
Piagel, J. The language and thought of the child. London: Routledge (, Kegan
Paul, 1952. (b)
Piaget, J. T he constmeticn of reality In the child. New York: Basic Books, 1954.
Ptaget, J. Comments on Vygotsky's critical remarks concerning "The language and
thought of the child" and "Jud gment and reasoning in the chlld .- Cambridge,
Mass.: M. 1. T. Press, 1962.
Weir, M. \V. Development changes in probl em solving strategies . Psychological
R ev~, 1964, 71,473-490.
1034
This document is a scanned copy of a printed document. No warranty is given about
the accuracy of the copy. Users should refer to the original published version of the
material.