Abstract
This chapter deals with implications for decision making, reasoning and identity in a dual–process model of adolescent development. It presents an evidence for a dual-process theory of cognitive and social-cognitive development. The theory is potentially applicable to all age groups, but most of the relevant research has involved comparisons between children and adolescents or has focused solely on adolescents. The adolescent focus of dual-process research necessarily limits the extent to which generalizations about the mechanisms underlying cognitive development can be made to other age groups, this focus also provides a foundation for the construction of bridges between adolescent cognitive and social development. An overview of a dual-process theory of cognitive and social-cognitive development is presented, along with a review of some of the research that supports the value of adopting a dual-process approach. Finally, the chapter concludes by discussing the question of how adolescent cognition differs from that of children and of how dual-process theories can be usefully employed in framing future research on adolescent social and cognitive development.